Experiencing diversity in an international PETE course: a qualitative study with students from three European countries

Based on the assumption that border crossing and experiential learning in teacher education can contribute to reflection and changes in entrenched attitudes toward diversity, this article explores this perception through the example of an international exchange program. Specifically, this study explores the impact of the PEACE program (Physical Education Across Cultures and Europe), an Erasmus + Blended Intensive Program, on the personal and professional development of physical education teacher education (PETE) students from Austria, the Netherlands, and Romania. Using qualitative content analysis of semi-structured interviews, the study identifies three key themes: differences, valuing, and change. Participants observed and reflected on cultural, educational, and pedagogical differences, which challenged their preconceived notions and encouraged (critical) reflection. These experiences fostered an attitude of valuing diversity, promoting curiosity, intercultural exchange, and professional growth. ‘Crossing borders’ facilitated a reduction in prejudices, stimulated reflections on teaching practices, and inspired changes in participants’ approaches to cultural diversity, education systems, and social interactions. The findings highlight the potential of international exchange programs to serve as catalysts for fostering inclusivity, critical reflection, and sensitivity to diversity in education, while also revealing the persistence of power structures and orders of difference as opportunities for deeper reflection. The study concludes by emphasizing the importance of experiential and cross-cultural learning in preparing future physical education (PE) teachers to navigate the complexities of diversity in their professional practice.