The roaming course: fostering intergroup relationships among Arab and Jewish students in physical education teacher education

Purpose: This study examined a structured intervention designed to enhance intercultural competence and intergroup relations among Arab and Jewish students in a physical education teacher education (PETE) program in Israel. Method: The 12-week ‘Roaming Course’ included 41 students (14 Arab, 27 Jewish), four study tours in mixed Arab-Jewish cities, and four on-campus sessions. Co-taught by an Arab and a Jewish instructor, the course integrated theoretical instruction, intercultural dialogue, and sport-based activities, drawing on the Contact Hypothesis, the Multi-Dimensional Model of Intercultural Communicative Competence (ICC), and the Sport for Development and Peace (SDP) framework. Qualitative data were collected from students’ reflective journals. Results: Findings showed that structured intergroup contact in the PETE framework fostered trust, reduced prejudice, and enhanced intercultural awareness, empathy, and professional identity. Discussion and conclusion: The study highlights sport’s role in bridging divides and presents a pedagogical model for higher education institutions promoting intercultural competence in diverse societies.