Intercultural education (IE) is a pedagogical approach to cultural diversity that considers the spiritual (cultural) and other (gender, social or economic) particularities and tries to avoid the risks arising from all sorts of inequalities and differences. Intercultural interaction skills can be acquired by learning specific behaviours within formal, informal or non-formal educational influences. The literature circulates several terms as equivalent or synonymous with IE: peace education, tolerance education, nondiscrimination education, civic education; all these terms orbiting around the learning of human and individual rights and freedoms and the need to respect and protect them. In today’s world of globalization and cultural diversity, cultural competence is necessary for social and economic success; cultural competence means "appreciating the creative expression of ideas and emotions by all types of individuals", including aspects of personal, interpersonal and intercultural competence "highlighted through effective communication and collaboration" [13, p. 11]. The literature interconnects cultural competence with the following key concepts: intercultural knowledge, civic knowledge and involvement, knowledge of culture and of the physical world, abilities for a global world [17], communication in foreign languages, social civic competence, consciousness and expression of cultural identity [18], global awareness. A psycho-pedagogical approach to intercultural education in relation to tolerance values. From an etymological point of view, the word "value" (Latin, valere) means to be strong, to be worth something. Depending on the field, the concept of value acquires different meanings: the object of moral preferences/choices or criterion of moral conduct (ethics); value as a price that supports trade vs. value that cannot be commercialized, absolute, intrinsic (moral philosophy); the social norm that regulates social cohabitation (sociology) [11, p.1152]; an ideal associated with well-being and respectability; a key feature of values is their relativism, that is, they can vary according to age, historical moment, generation, culture, etc. [12, p.660]. The values of education are values related to the finality, content, methodology and epistemology of education [15, p.104]; for a brief presentation of the classification criteria and types of values, see [2]. Given that young people are constantly faced with the need to choose responsibly, the origin and content of values, selection criteria and internalization strategies in individual consciousness and behaviour must be clarified as very relevant aspects for building educational strategies focused on building and promoting values [16, p.68]. Considering the relevance of the teacher’s role of model for students of all ages, Cojocariu and Albu have conducted a longitudinal study on the values of Romanian teachers at different educational levels: values held by students (with or without teaching experience) preparing for the teaching career in primary and preschool education – truth, good, equity, patience, responsibility, love for others [8]; the axiological universe of primary school teachers – truth, equity, faith in God, professionalism and of pre-school teachers – respect, work, honesty, professionalism [5]; the values of senior and young university professors – morality, love for people and faith in God, and values that teachers consider to be the most important for a university teaching career – professional competence, student appreciation, dignity [1]; values appreciated by middle-school teachers – respect, work and selfeducation/self-development, professionalism [6]; a comparison between the values held by students (with or without teaching experience) that prepare for the teaching career in primary and preschool education at the beginning of two successive academic years [7]. In recent years, there has been increased promotion of values associated with the practice of tolerance: harmonious cohabitation, respect for the rights of others, acceptance of diversity, free choice of value options [2]. In our literature review, we have identified the teachers' perspective on tolerance education; the conclusions were: • education for tolerance is associated with IE in a relevant number of papers and articles; • increased tolerance capacity is a means and purpose of IE;• examples of (in)tolerance should be used as a teaching material to raise awareness of the different dimensions and meanings of tolerance; • tolerance is a central value of the 21st century education; • tolerant attitude and behaviour are acquired based on patterns, starting with the earliest age; • school is a small society, suitable for raising awareness of the phenomenon of tolerance and practicing it in several circumstances and relationships; • tolerance is not a feeling inherited by birth, but acquired through education; • the implementation and development of tolerance education is hampered by the fact that teachers, parents, students, other actors involved in the educational process do not understand the goals, principles and usefulness of learning tolerance [3]. Based on the skills and attitudes essential to negotiating identity in society, Neuner [14] highlighted the objectives of intercultural education, namely: • developing empathy (inclined attitude towards trying to understand others in their own socio-cultural contexts), involving cognitive and affective aspects; • building multiperspectivity (the ability to realize that not all people share our vision of our own world, therefore, the absence of which leads to stereotypes and prejudices), decentralization (the ability to go beyond its own frame of reference); building tolerance of ambiguity (the ability to accept that others are different from us and sometimes there are no definite answers about alterity and difference); • building self-awareness and identity representation (awareness of the socio-cultural bases of one's world that influences the vision of the world - traditions, values, judgments - everyday life - routines, rituals, lifestyle – and formal attitudes and mentality, as well as how the individual relates this self-consciousness to others; • emotional openness for dealing with others in a multicultural environment; • giving up the central position (creating a balance between dominant and shy people in a multicultural group to avoid exclusion and self-isolation);• linguistic competence (mother tongue contributes to building identity; understanding a language means better understanding of the speaker of that language) [14, p. 35-38]. The following values have been identified as values associated with/promoted by IE in national and international works: tolerance, freedom, equality, respect for differences and the rights of others, solidarity, cooperation, empathy, acceptance of diversity [10, 4, 1]. Conclusions. Intercultural education courses and seminars help define and identify values in general, values associated with tolerance and peace education, and awareness of the importance and necessity of teaching and promoting these values in today's world. The analysis of the literature and the results of the questionnaire provide arguments, motivation and support for conducting experimental research that could show to what extent IE courses / modules / lessons / activities can affect tolerance / tolerance levels at different ages; our results from the questionnaire have revealed that IE increases levels of tolerance, respect for diversity and empathy; an experimental research would reveal the value of this growth.