One of the most important objectives of PINE is to train students in intercultural competence as well as justice and advocacy awareness. In doing this, special emphasis has been given to the curriculum; thus, subjects like literature, culture of English-speaking countries, and leadership aim at shaping students' minds into this “competence and awareness.” Many events have been created to accomplish this outcome: haiku writings, plays, and the so-nice reading of the book The Undocumented Americans, a book written by a Cuencana girl about migration issues. So, as the Refugee Day is approaching, the connection between what is being done in class and what is celebrated around the world should represent an opportunity to work with our students. World Refugee Day, commemorated on June 20th, represents a great opportunity to analyze the intersection between language, culture, and education from the many different perspectives that this situation brings inside. Education, and mostly language learning, is key to developing a sense of empathy among future English teachers. Only in this way is it possible to recognize and to value the power of transformation that language brings, especially in cities like ours, where migration is at its highest waves. Creating, among our students, the idea that sensitivity to inequality and exclusion is a primary role, or better said, a must in all colleges where foreign language teachers are trained. 
This represents a huge responsibility, as this awareness and critical thinking should not be merely symbolic but traits that should be embedded in the different subjects and events created at majors like PINE. For this reason, the major of pedagogy at UDA is unique in combining linguistic training with a grounded formation in sympathetic values, caring, and advocacy to foster bridges and narrow the gap of social injustice from the EFL classroom.