Abstract

The globalization process contributes to the generation of culturally diverse contexts. Sustainable Development Goal No. 4 establishes that we must “guarantee inclusive, equitable, quality education and promote lifelong learning opportunities for all,” making initial teacher training necessary with a focus on intercultural competence. The objective of this research is to analyze how intercultural competence is addressed in the strategic plans, graduation profiles, study plans and curricula of three initial teacher training programs belonging to five Chilean border universities. A qualitative study was carried out using the documentary analysis technique through the analytical-synthetic method. The results show that, although the universities analyzed are in border territories where intercultural contexts prevail, the majority of the documents do not report initial teacher training with an intercultural focus. It can be concluded the presence of an ambiguity in relation to the treatment given to interculturality in the strategic plans and the absence of this in the frameworks and study plans. The need is suggested for there to be governing documents that guide the development of intercultural competence during teacher training, which include both learning experiences, resources and strategies.