This study examines the perceptions of pre-service teachers studying at a Turkish university towards international students, their intercultural interaction experiences, and their levels of ethnocentrism. Conducted using a convergent parallel mixed method, the study involved semi-structured interviews with nine pre-service teachers, and the Generalized Ethnocentrism Scale was administered to 165 pre-service teachers. Qualitative data were analyzed thematically using MaxQDA, while quantitative data were analyzed using descriptive and comparative statistics. The findings indicate that pre-service teachers generally have a positive attitude towards cultural diversity and view international students not only as ‘foreigners’ but also as a source of cultural richness and learning opportunities. Participants emphasized empathy, helpfulness, and inclusiveness in social relationships and stated that initial difficulties arising from language barriers and cultural differences were overcome over time. It was stated that international students contributed academically and socio-culturally to the classroom environment, but that in some cases language inadequacy limited their participation. The average level of ethnocentrism was found to be 2.34, and participants exhibited low levels of ethnocentric tendencies, with no significant difference between genders. Those with low levels of ethnocentrism were found to adopt more open communication and empathy-focused attitudes, while those with medium to high levels tended to be more distant. The results reveal that, in order to develop intercultural sensitivity, it is necessary to focus not only on the adaptation processes of international students but also on the levels of ethnocentrism of local students. The study suggests that teacher training programs should include intercultural competence, that mentoring and social contact opportunities should be increased, that digital interaction opportunities should be evaluated, and that interdisciplinary approaches should be disseminated.

The paper under investigation highlights the importance of students’ service learning in society. Service learning is the idea of engaging students in community service activities that are related to academic and learning goals. It is of great benefit, specifically to students and society at large. For students, it fosters their spirit of initiative-taking and change-making. For society, it leads to social change. The paper aims to underline the importance of service learning. It also seeks to know the extent to which it is adopted in the Moroccan curriculum, specifically in Second-Year Baccalaureate. The results indicate that the textbooks selected for use in Second-Year Baccalaureate lack practical activities to engage in service learning as an integral part of the curriculum. There is no act of service learning performed in real life. Emphasis is merely on completing an application form, designing a brochure, and responding to questions about citizenship instead of addressing social issues based on action. The paper implies that learning about acts of community service is not sufficient. There is a need for service learning to encourage learners to serve their communities and maximize their opportunities to integrate easily into the job market.