Despite policy incentives, research shows that teachers struggle to address the increasing diversity in classrooms due, among other things, to the lack of competences to deal with it. The acquisition of Intercultural Competence (IC), which, in the context of the INNO4DIV project is defined as: The capacity to engage in open, appropriate and effective interactions across cultures. It is the ability to establish positive interactions with people of different national, ethnic, religious, social or cultural backgrounds or gender, these being the dimensions that are most immediate and required when it comes to educational settings. These dimensions address all marginalised groups such as minorities, religious groups or economically marginalised individuals. There is a crucial need for teachers to deal with diversity and to be successful in their teaching. In this context, in 2019 the JRC launched the INNO4DIV project with the aim to support polices in the area of IC for teachers, through the analysis of literature and innovative good practices which have successfully addressed the existing barriers for teachers' IC development. This report is part of a larger study, wherein the conceptual framework was defined (Vol. 1), a literature review on key enabling components and associated barriers was performed (Vol. 2), assessment guidelines were developed (Vol 3.1) and applied to the selection and analysis of 21 innovative cases (Vol 3.2). The 21 cases were selected based on their innovation, effectiveness, impact, relevance, transferability, replicability, sustainability, scalability along with a geographical representation of different EU countries. They were also selected according to their relevance to the nine key enabling components (KECs) of the development of intercultural and democratic competence (IDC). This final report, Volume 4 builds on the cross-case analysis of the 21 innovative cases for the development of IDC in teacher education, and an expert validation workshop. The research findings of INNO4DIV emphasise the importance of teachers' IDC in achieving quality education, promoting social cohesion, and fostering inclusive societies ‒ a common goal of various EU education and inclusion policies. The analysis identifies nine key enabling components for teachers' IDC development, that need to be considered by the multiple stakeholders engaged in IDC development. The practices examined show numerous innovative approaches in addressing key enabling components, in areas such as: the work towards a common understanding of IDC, the promotion of cooperation across multiple stakeholders, curriculum development, teaching methodologies, supportive tools and mentoring for teachers, and the implementation of the 'whole school approach'. These findings have inspired a set of practical recommendations for EU and national policymakers, which are also presented in this report
