20.500.12556/DKUM-91218 Education of refugee children within the INTREF project framework Amidst growing migratory movements and hurdles of assimilation, the INTREF initiative strives to craft a comprehensive strategy for the schooling of refugee children, melding e-learning, emotional and social support, along with adaptable teaching methods. This endeavor learns on principles like linguistic diversity, cross-cultural skills, and customizing the educational journey, crucial for assimilation and triumph within academic settings. Studies indicate the indispensability of bespoke linguistic assistance, cognizance of cultural variances, and personalized educational tactics for the seamless school transition and societal assimilation of children in refuge. The project devised a survey instrument aimed at evaluating the baseline educational scenario in the participating nations and formulating education plans tailored to specific needs. This survey zeroes on four pivotal areas: linguistic proficiency, cross-cultural consciousness, embracing diversity, and pedagogical customization. Feedback from 31 students, 30 teachers and 28 parents revealed a pressing need for augmented linguistic aid in Slovenia, heightened cross-cultural understanding, and classroom method modification to enrich the academic experiences of culturally diverse children. The findings also underscore a discernible discrepancy between the perspectives of educators versus those of parents and children. The insights from this survey lay the groundwork for creating innovative instructional units and resources, finely adapted to the needs of children in refuge. By forging links between theoretical insights and practical application, as well as among various educational stakeholders, INTREF is ready to enrich the discourse and practices surrounding inclusivity, and endeavor made increasingly pertinent by the recent global disruptions, including the migratory dilemma and the COVID-19 outbreak. individualization of education integration practices intercultural competence refugee children individualizacija izobraževanja integracijske prakse medkulturne kompetence otroci beguncev true false true Scientia Socialis Angleški jezik Slovenski jezik Znanstveno delo 2024-11-29 03:11:41 2024-12-03 10:30:10 2024-12-04 03:08:53 0000-00-00 00:00:00 2024 0 0 str. 658-671 št. 5 Letn. 82 2024 0000-00-00 Zaloznikova Objavljeno NiDoloceno 2024-07-11 2024-09-08 2024-10-01 37-054.73-053.5 212555267 10.33225/pec/24.82.658 1822-7864 RAZ_Kerneza_Maja_2024.pdf RAZ_Kerneza_Maja_2024.pdf 1 7C9533C0B1506B234D468527950BF660 48f70c5b64e15871288313b2546154f358db700aaa7aa6b7243aa4d2caab6064 7602ff86-b158-11ef-a045-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=187059 https://oaji.net/articles/2023/457-1728583607.pdf 0 399785db-b15a-11ef-a045-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=187060 Pedagoška fakulteta Fakulteta za naravoslovje in matematiko 0 0 0