From December 3 to 5, 2025, the 4th International “Humanities – Identity – Society” Congress, organized by the Faculty of Modern Languages at the University of Warsaw, took place in Warsaw. This year’s edition was titled RE-ACTION-S.
During the event, members of the Interdisciplinary Center for Research on Education and Intercultural Communication conducted two research sessions: Intercultural Education and Humanising Research in a Globalised World: Fostering Participatory and Inclusive Practices and Diversity and Inclusion in Foreign Language Teaching and Learning. These sessions featured presentations by distinguished researchers from the USA, India, Germany, Turkey, the Czech Republic, and Poland:
- Carolina Arboleda (Florida International University)
Transforming Perspectives: Connecting Stories of Migration to Foster Global Citizenship, Empathy, and Meaningful Collaboration - Anna Jaroszewska (University of Warsaw)
“Diversity and Inclusion from the Foreign Language Teacher’s Perspective: Glottodidactic Reflections Post Factum” - Kenia Najera (Florida International University)
Storytelling as a Path to Language and Identity: Humanizing Research in Early Childhood - Nurşen Okur (University of Applied Sciences Potsdam)
Mutual Perceptions of Local and Syrian Children in the Context of Türkiye by a Child-Centric Approach - Angela Salmon (Florida International University), Urszula Markowska-Manista, Maria Balkan-Małecka (University of Warsaw)
Home as a Narrative Space: Identity Formation in 7–9-Year-Old Children from Culturally Diverse Backgrounds - Tomaš Samek (Charles University in Prague)
That Obscure Object of Desire: Facets of “the West” - Krzysztof Sawicki, Anna Łukasiak, Piotr Więcławski (University of Bialystok)
In Search of a Model for Field Research in Peripheral Areas: Supporting Participatory and Integrative Practices - K. Vijayalakshmi K., Roopa Narayan (Deemed-to-be University, Bangalore, India)
The Happy Holistic Influence of Sanskrit Stories
Magda Żelazowska-Sobczyk (University of Warsaw)
Inclusive Practices vs. Special Educational Needs in Children with Central Auditory Processing Disorders