Introduction
The Roma community represents Romania's largest ethnic minority, facing systemic discrimination and educational marginalization. Although intercultural education has potential to combat stereotypes and promote inclusion, Roma-focused curricula remain poorly represented, a deficit amplified by teachers' lack of preparation. Anti-Roma prejudices are frequent in schools, while topics such as five centuries of slavery, the Holocaust, and deportations are rarely discussed.
Purpose
This study explores how Romanian teachers understand and practice intercultural education focusing on Roma culture and history. The research evaluates how teachers define and implement these practices, perceive racism manifestations in schools, use pedagogical strategies for teaching Roma history, and encounter personal, professional, and institutional barriers when managing inclusive education.
Method
We analyzed responses from 25 female teachers (age: 23-54, experience: 1-34 years) from urban and rural settings with varying percentages of Roma students (0-100%). Participants completed an open-ended questionnaire following training on intercultural education and Roma history in September 2025. Thematic analysis was used.
Results
Five main themes emerged: (1) educators conceptualize intercultural education through empathy, respect, diversity, and equality; (2) essential competencies include socio-emotional skills, reflective thinking, cultural knowledge, and conflict management; (3) racism manifests through labeling, social exclusion, spatial segregation, low expectations, and cultural invisibility; (4) intervention strategies emphasize immediate action, educational opportunities, and empathy promotion; (5) barriers exist at personal (prejudices, fear), professional (inadequate training, lack of resources), and institutional (rigid curriculum, segregation, insufficient support) levels.
Conclusions
Although teachers demonstrate empathy, creativity, and theoretical understanding of inclusion, significant gaps persist between problem awareness and practical strategy implementation. Participants' good intentions are insufficient without comprehensive training, quality resources, clear policies, and institutional support. Findings indicate the need for continuous professional development programs, culturally adapted teaching materials, and systemic reforms to support the inclusion and cultural identity affirmation of Roma students.