European priorities and national policies on the integration of preschool and school-age immigrant children into the European educational space: a comprehensive analysis of government approaches and integration challenges

- Dzhurylo, A.P. (orcid.org/0000-0002-5129-6724) (2025) European priorities and national policies on the integration of preschool and school-age immigrant children into the European educational space: a comprehensive analysis of government approaches and integration challenges "Prospects and innovations of science" (Series "Pedagogy", Series "Psychology", Series" Medicine"), 11 (57). pp. 36-49. ISSN 2786-4952

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Abstract

This article offers an in-depth exploration of the European Union’s strategic priorities and national policy frameworks aimed at integrating immigrant children and students with a migrant background into European educational space. Building on an extensive review of legislative documents, government regulations, and institutional guidelines, the study conducts a comparative evaluation of integration models implemented across ten EU member states. Particular attention is devoted to structural differences in educational governance, funding mechanisms, and the scope of national integration programs. Data indicate that 15.7% of primary-level students in the EU come from migrant backgrounds, though the distribution is highly uneven, spanning from 4.2% in Poland to 47.3% in Luxembourg. These variations reflect historical migration patterns, socioeconomic conditions, and the degree of institutional readiness within each national system. The study confirms that countries with well-developed welfare infrastructures – most notably the Nordic states – achieve the most consistent integration outcomes due to their comprehensive linguistic support, individualized learning pathways, and sustained collaboration with local communities. In contrast, Southern European countries continue to experience significant pressure on their educational systems, largely due to rapid and large-scale migration flows. The article also analyses the specific impact of the Ukrainian refugee crisis, which has brought approximately 1.8 million school-aged children into EU countries since 2022. This unprecedented situation has exposed both the adaptability of European institutions and the persistent gaps in emergency educational integration mechanisms, including shortages of qualified staff, limited language-learning capacity, and insufficient coordination between educational and social services.

Item Type:	Article
Keywords:	immigrant children, migrant background, educational integration, EU policies, multicultural education, language acquisition, educational inclusion.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 304 Social questions. Social practice. Cultural practice. Way of life (Lebensweise) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 32 Politics Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools
Divisions:	Institute of Pedagogics > Department of Comparative Pedagogy
Depositing User:	Аліна Петрівна Джурило
Date Deposited:	28 Nov 2025 13:23
Last Modified:	28 Nov 2025 13:50
URI:	https://lib.iitta.gov.ua/id/eprint/747409

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