| Naslov: | Education of refugee children within the INTREF project framework |
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| Avtorji: | ID Kerneža, Maja (Avtor)
ID Zemljak, Dejan (Avtor)
ID Kordigel Aberšek, Metka (Avtor)
ID Aberšek, Boris (Avtor)
ID Legvart, Polonca (Avtor)
ID Konšak, Helena (Avtor)
ID Sari, Hakan (Avtor)
ID Hanuliaková, Ildikó (Avtor)
ID Huber, Loreta (Avtor)
ID Laurusone, Inga (Avtor)
ID Terzioglu, Kübra (Avtor)
ID Kiliç, Metin (Avtor) |
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| Datoteke: |  RAZ_Kerneza_Maja_2024.pdf (688,55 KB)
MD5: 7C9533C0B1506B234D468527950BF660
 https://oaji.net/articles/2023/457-1728583607.pdf
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| Jezik: | Angleški jezik |
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| Vrsta gradiva: | Znanstveno delo |
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| Tipologija: | 1.01 - Izvirni znanstveni članek |
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| Organizacija: | PEF - Pedagoška fakulteta
FNM - Fakulteta za naravoslovje in matematiko
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| Opis: | 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. |
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| Ključne besede: | individualization of education, integration practices, intercultural competence, refugee children |
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| Status publikacije: | Objavljeno |
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| Verzija publikacije: | Objavljena publikacija |
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| Poslano v recenzijo: | 11.07.2024 |
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| Datum sprejetja članka: | 08.09.2024 |
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| Datum objave: | 01.10.2024 |
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| Založnik: | Scientia Socialis |
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| Leto izida: | 2024 |
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| Št. strani: | str. 658-671 |
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| Številčenje: | Letn. 82, št. 5 |
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| PID: | 20.500.12556/DKUM-91218  |
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| UDK: | 37-054.73-053.5 |
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| COBISS.SI-ID: | 212555267 |
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| DOI: | 10.33225/pec/24.82.658 |
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| ISSN pri članku: | 1822-7864 |
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| Datum objave v DKUM: | 03.12.2024 |
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| Število ogledov: | 171 |
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| Število prenosov: | 16 |
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| Metapodatki: |    |
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| Področja: | Ostalo
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