Complex global challenges such as forced displacement and violence against women represent urgent matters calling for academia and policy practitioners' attention, through a multidisciplinary approach. Among actions addressing such "polycrisis", education is seen as an avenue to empower individuals and include them in renewed societal contexts. This contribution indeed aims at contributing to the "transdisciplinary approaches" conversation, collaborating across areas of psychology and disciplines to address complex global challenges. Specifically, cross-border learner mobility engages with discussions upon mechanisms to foster social and economic inclusion avenues for forcibly displaced persons: recognition of foreign degrees and qualifications, the valorization of non-formal and informal knowledge, and the proactive action by European Universities Alliances, as CIVIS itself, as examples of trans-national organisations, increasingly gaining a voice as stakeholders in the policy-making mechanisms in this sector. Hence, the conceptual tool to analyse such global challenges and highlight joint solutions is the polycrisis lens.
Through a reconstruction of the main initiatives in the field with eventful analysis, based on document, legislation analysis and expert interviews, we reconceptualize this polycrisis deeply engaging with the Europe-Africa relationship. The core idea for fostering multicultural societies here proposed, is the valorisation of each and every learner experience and skills gained in the perspective of a multi-age, multi-cultural society. In doing so, we answer the question: "In the context of migration and forced displacement, how can educational systems and institutions foster inclusive, multilingual and multicultural societies?". The different voices and legal traditions highlight distinct but necessarily intertwined operational approaches to face these polycrisis, under a legal, educational and psychological perspective, in the perspective of multiculturalism.
Ongoing and concluded research around dynamics characterizing violence against women in refugee camps, educational projects to address and overcome them, skill-certification/qualification recognition between Europe and Africa, risks of violence reification within institutions themselves, and the use of polysolutions lenses as a valuable theoretical tool to frame the theme, will be shared.