From the perspective of people who either face direct danger or live in conditions of poverty and destitution in their own countries, the countries of the European Union, where peace and relative economic prosperity prevail, represent a desirable destination.

Greece, a country in southern Europe, has received and continues to receive refugees and economic migrants over the past decade. Among them are school-aged children, which means that schools—from kindergarten to high school—are called upon to shape learning objectives, methods, and content, as well as a pedagogical climate and practices for an intercultural approach to learning.

But how does the new generation of educators view the refugee phenomenon? What education do they consider most suitable for students with a refugee background, and how do they perceive the intercultural approach? This book attempts to provide answers to these questions, based on empirical data derived from the potential educators themselves.

Both the education and training of educators have value when their designers understand how the recipients of the respective programs think.