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The current research presents findings from an innovative online Teachers Professional Development (TPD) program entitled – The Israeli Society is Meeting Online. This study aims to examine to what extent does online contact promote meaningful acquaintance among teachers from different cultures in Israeli society, and how did the online TPD program influence the way teachers perceive their roles in the Israeli education system.

This study implemented a qualitative phenomenological approach to learn about the teachers’ experiences (through the TPD program.

The findings indicate that teachers who live and study in a diverse and divided society can improve intergroup relations using online contact with teachers from other groups. This contact may lead to a significant acquaintance, which, in turn, prepares teachers as agents of change in the field of multicultural education.

Israeli society is diverse and divided and these divisions are reflected in the educational system, which is characterized by high degrees of prejudice, stereotyping and racism between groups. The findings highlight the educative potential of online contact in a diverse society and the importance of improving intergroup relations between teachers from different cultures prior to their attempts to promote multicultural education.

The research examined factors of academic studies as perceived by Jewish and Arab students in Israel, and changes in their implementation of activities in a multicultural context in the field of education, comparing between undergraduates studying for a BA in education and graduate students for MA in education and attending a course titled “Multiculturalism in the Global Era”.

The findings are derived from a questionnaire distributed to Arab and Jewish students (N = 434), studying together in the Faculty of Education of one academic college in Israel. In total, 251 of them were graduate students, and 183 who were undergraduates.

It was found that insofar as the students from either programme acquired knowledge and tools regarding multiculturalism, they reported (1) more positive attitudes regarding the “Other” group and regarding multiculturalism, (2) implementation of a larger number of activities relating to multiculturalism in the field of education, (3) Arab students performed more activities in multicultural contexts and (4) older students performed a larger number of activities in multicultural contexts. The research findings also indicated a direct relation between participation in the course and activities conducted in the field of education. In addition, students' acquiring of knowledge on multiculturalism mediated the relation between participation in the course and implementation of multicultural activities in the field of education.

The research stresses the importance of higher education institutions in promoting knowledge and practice of multiculturalism in Israeli society.