European integration in the educational discourse: theoretical foundations, historical background and current challenges

- Вороніна-Пригодій, Д.А. (orcid.org/0000-0003-0545-1727) (2025) European integration in the educational discourse: theoretical foundations, historical background and current challenges Педагогічні науки: теорія, історія, інноваційні технології, 2 (142). pp. 45-59. ISSN 2414-9799

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Abstract

The article examines the complex process of European integration in the context of educational policy, focusing on its theoretical foundations, historical development and current challenges, in particular, those related to the integration of children of Ukrainian migrants. The article analyses education as a key tool for socialisation, formation of civic identity and development of human capital in the context of European integration, emphasising its role in the creation of the European Education Area. The purpose of the study is to assess current challenges in educational integration, in particular in relation to migrant children, and to outline the prospects for adapting European experience in Ukraine's educational policy. The theoretical framework of the study is based on an interdisciplinary approach that combines theories of educational policy, European studies, intercultural pedagogy and sociology of education. The article highlights the historical background of integration processes, starting from the post-war creation of supranational institutions such as the European Coal and Steel Community (1951) and the European Economic Community (1957) to key initiatives, including the Bologna Process (1999) and the EEA Strategy 2025-2030. These initiatives have contributed to the harmonisation of educational standards, the mobility of pupils and teachers, and the development of inclusive and quality education. The article reveals the importance of inclusive education, which goes beyond supporting people with special needs and includes children of migrants and minorities. The theoretical basis of inclusion is based on Bronfenbrenner's model of social inclusion and ecological systems, which emphasise the interaction between school, family and society. Intercultural education is seen as a tool for fostering dialogue, respect for cultural diversity and civic responsibility, which is the basis for social cohesion. Special attention is paid to current challenges, in particular the crisis caused by the full-scale war in Ukraine, which has led to mass migration, including of children. The experience of EU countries, such as Germany, Switzerland and Austria, in adapting educational systems to the needs of students with migration experience is analysed. Germany uses preparatory classes («Willkommensklassen»), Switzerland individualised programmes within cantonal systems, and Austria language classes («Deutschförderklassen») and mobile intercultural teams. These practices aim to provide language support, psychosocial adaptation and intercultural integration, although they face challenges such as a shortage of teachers and uneven funding.

Item Type:	Article
Keywords:	European integration, educational discourse, inclusive education, refugee children, secondary education, integration strategies
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Department of Comparative Pedagogy
Depositing User:	D.A. Voronina-Pryhodii
Date Deposited:	01 Jul 2025 14:10
Last Modified:	01 Jul 2025 14:10
URI:	https://lib.iitta.gov.ua/id/eprint/745861

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