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Spanish-speaking immigrant students, particularly those from Central America, constitute a rapidly growing subpopulation in U.S. public schools. As primary institutions for socialization, cultural learning, and academic knowledge development, schools often offer immigrant students their first experience of U.S. cultures and the English language. However, schools may mirror broader sociopolitical dynamics of marginalization and social exclusion. The current qualitative study, which explored the school-based experiences of Central American immigrant adolescent students enrolled in English language learner (ELL) programming, sheds light on the specific dynamics of social inclusion (and exclusion) in public schools as institutions, and how such dynamics impact processes of acculturation and overall sense of belonging. Specifically, participant perspectives highlighted the ways in which the institutional design of ELL programs, as well as highly racialized and assimilative school policies and practices, hinder cultural exchange and social inclusion.

Benefits of summer bridge and early arrival experiences include the academic and social integration of incoming first-year students into their chosen institutions. The unprecedented nature of the COVID-19 pandemic created opportunities to re-imagine delivery of activities and engagement of incoming first-year students in summer bridge and early arrival experiences. In summer 2020, 100 historically underrepresented racial/ethnic minority incoming first-year students in science, technology, engineering, and mathematics majors participated in The Ohio Louis Stokes Alliance for Minority Participation (OH LSAMP) virtual summer bridge or early arrival program at six of its partner institutions. The summer bridge and early arrival program is designed to promote and foster academic integration, social integration, and sense of belonging at and within the institution and LSAMP. We aimed to determine virtual programming effectiveness in meeting program goals at OH LSAMP partner institutions, during the COVID-19 pandemic, using students' perceptions of academic integration, social integration, sense of belonging, and satisfaction. Overall, students were satisfied with program implementation and indicated agreement with academic integration, social integration, and sense of belonging. We discuss the findings and lessons learned in delivering summer bridge or early arrival experiences virtually, during a global pandemic.

Does schooling equalize achievement disparities among students with and without a migrant background? This question remains largely unanswered in sociology. We hypothesized that children of migrants would benefit more from schooling, thereby making schools engines of educational integration. Our study tests this hypothesis in the context of German primary schooling using data from the National Educational Panel Study. We compared the achievements of students from native families and those with Western, non-Western (including Turkey), and former Soviet Union migrant backgrounds. Using the differential exposure approach, we decomposed learning into two causally distinct components: learning due to school exposure and learning due to being older at the time of testing. Our findings do not support the notion that schooling equalizes migrant-native achievement gaps. Instead, our results suggest that school exposure may widen the gap between the two largest groups of migrants in Germany, with students from the former Soviet Union disproportionally benefiting from school compared to other non-Western students. We conclude that German primary schools are not functioning as engines of educational integration because schooling does not reduce the migrant-native achievement gap and migrant groups with the greatest educational disadvantage benefit the least from schooling.

Objective/Research Question: Community college graduation rates are typically quite low, and developmental mathematics enrollment and coursetaking patterns may constrain academic outcomes. To identify ways in which community college graduation rates may be improved, decision trees were utilized to examine the STEM coursetaking patterns of N = 5,065 students who matriculated in remedial mathematics. Methods: The research design was guided by Tinto's academic and social integration framework, which provided an analytical lens for identifying how decision trees facilitate academic decision making when academic and social integration is limited. Decision trees identified course sequence rules to predict graduation, which can be used to formulate course pathways for community college advisors and their students. Results: Nine rules from the decision tree were identified, which could be used to advise community college students in coursetaking that aligns with career aspirations. The most important variable predicting graduation was completing College-Level Mathematics, which included Algebra II, Statistics, Precalculus, and survey mathematics courses. General education sciences courses such as Astronomy, Geology, Environmental Science, and Marine Biology were the most important science courses predicting graduation. Conclusions/Contributions: Results suggest the importance of College-Level Mathematics in providing the skills necessary for students to be successful in subsequent STEM coursework and persist to graduation. Designating specific academic pathways may improve social and academic integration and graduation rates, providing continuity as students work with different advisors to choose majors and plan course sequences. Transparent, accessible enrollment planning fosters programmatic consistency and student agency in selecting coursework that will maximize their success.

Since 2015, a continuous online integration training service has been active. In 2021, eight integration instructors, teaching online for two to six years across diverse regions participated in semi-structured interviews. Analysing the technology-mediated community formed by teachers and learners, we explored how the entirely online, gradually growing teacher community operates. The interviews revealed four influential categories for the teacher's work which encompass individual resources, antifragility resilience, collaborative resources, and an entrepreneurial mindset. An entrepreneurial mindset fosters collaboration and community, thereby enhancing learners' engagement in online learning and social inclusion. The study highlighted key factors for social impact within the community: informal teacher chats, the mentor-mentee model in learning design, shared materials, teacher rotation, direct collaboration with learners' environments and employers, and information shareability. This teacher community proved to be entrepreneurial and involves learners in co-design individualized integration training connected to their living situations. Entrepreneurial mindset. However, challenges in sustain, antifragile and developing online teaching, such as psychological insecurity, diversity of teachers and learners, heightened competition, time management, and workload, were also noted.

Social and economic changes are shaped globally by voluntary and involuntary migration patterns. Voluntary migrations are associated with the desire for family unification, economic gain, and the pursuit of educational opportunities; while involuntary migrations include fleeing from civil or political unrest, human rights violations, and war. Contentious discourses about immigration are fueled by arguments about the perceived impact of migrants on the demographics, social well-being, and economics of communities. At the core of anti-immigration rhetoric about "who is included and who should be excluded" are views that privilege one group above another in terms of desirability based on race, culture, and gender. The debates about which languages, values, perspectives, and people who belong in the United States extend beyond the boundaries of society, the door of schools, and the homes of the families served by the school community. Black African refugees have experienced exclusion due to racism and othering in societies shaped by racialized histories. Deficit-oriented discourses about their abilities influence their identities, belonging, and educational outcomes, and shape their educational experiences and social and emotional health. In this address, I will provide a historical chronicling of the experiences of South Sudanese (Dinka) refugees resettling in a hegemonically White community in the upper midwestern United States and examine the issues related to acculturation and education of Black African refugee children. Central to this examination is the need to ascertain the preparedness of preservice teachers to teach Black African refugee children using transformative pedagogies that promote a humanizing view in today's classrooms.

Given the importance of social integration and participation in inclusive settings for young children with autism spectrum disorder (ASD), the purpose of this systematic review was to examine instructional outcomes and participant, teacher, group, and instructional characteristics that may be pertinent to successful group instruction for young children with ASD. The studies eligible for inclusion were peer-reviewed journal articles that used an experimental or quasi-experimental design and aimed to improve one or more skills or performance outcomes for young children with ASD below the age of 8 who participated in group instruction with their peers with ASD or other developmental disabilities. A search was conducted on November 1, 2021, using ProQuest databases--PsycINFO, ERIC, and PsycARTICLES. Risks of bias were assessed using the revised Cochrane risk-of-bias tool for randomized trials, the Risk of Bias in Nonrandomized Studies of Interventions, and the single case design risk of bias tool. A total of 33 studies with 237 participants were identified. We found that student performance improved across different instructional domains, and untaught targets were also acquired during group instruction. More importantly, we identified different participant, teacher, group, and instructional characteristics that may be pertinent to successful group instruction. We noted risks for various bias domains for the majority of the studies, limiting the conclusion and generalizability of the intervention effects in these studies. Practical implications were discussed based on the instructional outcome domains and participant, teacher, group, and instructional characteristics.

Despite an estimated population of 10 million autistic individuals, there is still a significant lack of research on autistic adults in China. This study aimed to investigate the extent and factors influencing community integration (employment, independent living and friendship) and life satisfaction among young autistic adults in China, and compare them with an autistic adult sample with similar characteristics (58%-63% with a reported IQ below 70) from the Netherlands. Data were collected via online surveys to the caregivers of 99 young autistic adults (18-30 years) in China and 109 in the Netherlands, because the autistic adults were not able to fill in the survey independently. Autistic adults in both countries were reported to have limited community integration, as indicated by low rates of employment, limited independent living and few close friendships. Proxy-reported life satisfaction of autistic adults seemed relatively low in both countries, but even lower in Chinese adults, possibly due to limited awareness and acceptance of autism in China, inadequate or inaccessible support services, higher parenting stress, or general cross-country differences in well-being. In general, the findings indicate a common challenge faced by autistic adults with high support needs in both China and the Netherlands.

Social relationships in the school context -- particularly teacher-student relationships and peer relationships -- are related to students' positive attitudes toward school, and consequently are of great importance regarding various aspects of learning and instruction. This can be concluded from studies that examine the influence of social integration on motivation, learning emotions, and positive attitudes toward school as an institution. Additionally, social relationships are closely related to the teacher's style of instruction and student perceptions of the learning environment provided. However, there is little research so far, on the extent to which positive social relationships mediate correlations between aspects of teaching quality i.e., classroom management, and students' positive attitudes toward school. Both classroom management and school-related social relationships are constructs that are assumed to be perceived similarly by students within one school, who experience similar conditions in regard to the intensity and frequency of common lessons. However, there are few research findings regarding shared assessments of classroom management and it's correlations with teacher-student relationships by students within one school or class, and to date no results regarding the shared assessments of peer relationships. Therefore, the current study aimed to examine the correlations between students' individual and aggregated assessments of social relationships in school and classroom management, with their positive attitudes toward school. The sample consisted of N = 453 polytechnic school students in Upper Austria, from which a weighted dataset was derived. The findings from multilevel mediation analyses support the assumption of the mediating role of both teacher-student relationships and peer relationships regarding the correlation between classroom management and students' positive attitudes toward school. However, significant correlations were found only at the individual student level.

In this study, we explore the transformative impact of digital storytelling in education, with a focus on promoting global citizenship and sustainability awareness among students. We examine how digital storytelling platforms can enhance traditional literary curricula by fostering deeper cross-cultural understanding and engaging students with global sustainability challenges. We evaluate the effectiveness of digital narratives in increasing student engagement with literature while cultivating a sense of global responsibility and environmental stewardship. By enabling students to connect with diverse cultures and global issues through immersive and interactive storytelling, the research highlights the role of innovative educational strategies in aligning with the United Nations' Sustainable Development Goals. The findings provide valuable insights for educators and policymakers seeking to leverage digital technologies in fostering a globally aware and responsible generation, ultimately contributing to the discourse on the integration of technology in education. [The page range cited on the .pdf (p65-104) is incorrect. The correct page range is p86-104.]

This article attempts to broaden our understanding of the ways in which schools foster the trust of families from an immigrant background. In schools with diverse student bodies, different ideas about the behavior, responsibilities, and roles of students' families and expectations of the involvement between schools and families, especially ones of immigrant origin, can foster mistrust. Moreover, research in Spain has indicated the problematic nature of the relationships that can develop between immigrant families and the schools their children attend, as well as lack of social cohesion between immigrant and native-born families within high diversity schools. In this article, I explore the main discourses, practices, and initiatives of schools and education professionals in Spain in terms of family-school relations and trust. Based on fieldwork carried out in five public primary schools in the city of Barcelona and in-depth interviews with education professionals and Family Association representatives, I explore two elements. First, I describe participants' perceptions of immigrant family-school relations, and second, I show the practices through which education professionals attempt to create a trustful school climate and positive relations with immigrant families, as well as the obstacles they encounter in this process. Additionally, I explore various practices that have unintended consequences resulting in misunderstandings between immigrant families and schools, thus creating impediments for forming trustful relations.

This article presents a systematic review of the socialization and adjustment challenges experienced by international students at US campuses and society. The study aims to explore difficulties, opportunities, and strategies in the social integration of international students, shedding light on the factors influencing their adjustment and overall well-being. Based on a wide range of scholarly empirical works, this study applies a systematic literature review approach based on Scopus and Web of Science online databases. It incorporates peer-reviewed and indexed research on the sociocultural integration of international students in the United States, published between 2004 2024. The results highlight the significance of acculturation, loneliness, and social isolation among international students caused by language barriers and cultural differences. While language and cultural obstacles are common concerns for East Asian students, discrimination and social isolation problems are more likely to dominate among Saudi Arabian, African, and Indian students. The analysis also indicates a lack of studies exploring the international students' communication challenges with faculty members and their abilities to navigate US social and racial structures. The findings emphasize enhancing mental health and counseling services at US campuses. This research could contribute to expanding an understanding of social integration and adjustment challenges among international students and offer potential strategies and interventions related to this process.

This study examined the most common social skills among elementary school students in an intercultural environment with contextual diversity, taking age, gender and place of birth into consideration. A total of 803 students (aged 6 to 12) were assessed using the previously validated "social skills questionnaire for intercultural students in primary education". Data were analyzed by descriptive and comparative statistics using the most recent version of SPSS software taking into account sociodemographic variables about social skills. The results indicate that gender exhibits different levels of social skills. Specifically, boys present higher scores than girls to reject and end interactions as well as in the ability to make suggestions to others. Students' social skill development is influenced by their nationality since social interaction within a community and the development of specific social skills are determined by the traditions and customs of every country. It is necessary to consider the diverse profiles of students as priority targets for educational interventions aimed at fostering these types of skills which will contribute to social integration in diverse contexts. The practical implications of this study suggest that educational programs should be adapted to address gender and nationality differences in the development of social skills. Better social and cultural integration in diverse school environments help students interact effectively and develop essential social competencies in a globalized world.

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.

Since stepping into education delivery, technology continues to revolutionise education, responding to access and equity. This has made online learning to be the choice for access and equity like never seen before. Unfortunately, it has not only provided solutions but also introduced issues that have created the divide in technology and online learning for learners and institutions. The study explored online learning in the Solomon Islands from students' narratives at the Solomon Islands National University via "tok stori"; seeking to understand what they perceived as enablers and barriers of online learning. The study employed the sequential mixed-method approach and was guided by the theories of transactional distance and interaction, with the latter's extensions. The findings show that the level and strategies of support in administration, academics, and technology determine what transpires as an enabler or a barrier to online learning.

Student giftedness is a complex, developmentally dynamic and contextual phenomenon that teachers confront every day. In the classroom, teachers often meet students who have exceptional potential or achieve very high learning goals. The aim of this study is to illustrate the evaluation of inquiry-based learning activities in a specific context (Diversity in Science towards Social Inclusion learning modules) implemented in a non-formal educational setting for gifted students in relation to their level of individual interest and their autonomous and controlled motivation, comparing different groups of students. We investigate how these activities affect the students' attitudes towards inquiry-based learning, their situational interest and their interest in science careers. A total of 264 Slovenian lower secondary school students participated in the study. The students participated in non-adapted and adapted activities based on the inquiry-based learning approach. The data were collected using pre- and post-activity questionnaires. Participation in the study, which took place in the period between the 2021/22 and the 2022/23 school years, was voluntary. The data was collected anonymously and used for research purposes only. The results show several statistically significant differences in how students' level of individual interest, autonomous motivation and controlled motivation for learning chemistry affects their attitudes towards inquiry-based learning, their situational interest in Diversity in Science towards Social Inclusion activities and their interest in science careers. For the gifted and non-gifted students who participated in "Forensics Science" lab activities before and after the adaptations to the modules, the results related to their attitudes towards inquiry-based learning and situational interest are also reported. Thus, the results of the study provide useful insights for researchers in the field of chemistry education as well as for chemistry teachers in lower and upper secondary schools. The presented study is a good example of best practices that chemistry teachers can apply in teaching chemistry, thus enabling all students, not only the gifted ones, to learn chemistry using the inquiry-based learning approach.

Development for empowerment focuses on leveraging education via digital technologies and micro-credentials for training and education as part of the integration, social inclusion and capacity building for displaced persons. Development for empowerment builds upon the previous concepts of development including Amartya Sen's 'development as freedom,' the core concept of education and learning as development, and the use of digital technologies for building human capacity so people can make their own choices and pursue the lives they wish to lead. Development for empowerment for refugees broadens the construct of development and is integral to promoting and nurturing 'equity, access and success' amongst refugee populations. The authors highlight critical resources that support the basic tenets of human empowerment such as the UN's "Declaration of Human Rights," the UN's "Basic Needs Approach to Refugees," Maslow's "Hierarchy of Needs," and the key strategies of online delivery and micro-credentials development. Moreover, the authors emphasise that the integration, social inclusion and integration of refugees is a highly complex construct to implement and sustain, thus reflecting the constant tension of refugees' emotional desire to return home versus rebuilding a new life in a new country. In the final analysis, 'development for empowerment' + open and distance learning + digital microcredentials create a powerful synergy for serving refugees and fulfilling the spirit of preserving human rights through education and the pursuit of one's chosen life as a precious human ideal.

International students are an important component of the host country and universities bringing economic, social, and community contributions. International students are the most vulnerable students with challenges related to academic expectations, language proficiency, and socio-cultural integration. This study explores the challenges of international students in a Western Australian School of Nursing and Midwifery. An exploratory questionnaire (n=10), three focus groups (n=15) and a quality improvement survey (n=80) informed this study. Four themes emerged: stress in the first weeks, incorrect and/or late enrolments, lack of guidance and support, and system navigation nightmares. Other issues included: accommodation, culture shock, financial concerns, information needs, and peer support. These findings led to the instigation of an international academic coordinator role as a single point of contact and increasing resources within the university faculty provided additional support to the international students.

The integration of peer mentoring into academic programmes as a mechanism for supporting new students has received considerable attention in higher education worldwide, especially in developed countries. Despite a growing body of research on peer mentoring in higher education, an extensive review of the benefits of this approach is needed to establish a nuanced understanding of the impacts of peer mentoring on students across various contexts. This study employed a systematic review method to examine the benefits of peer mentoring in higher education. The review covered research articles about peer mentoring published within the last decade (2013-2023). The findings showed that the benefits of peer mentoring in higher education could be categorised into four fundamental aspects, including academic performance, retention rates, emotional and psychological wellbeing, and social integration. These categories of benefits could be developed into a conceptual framework for studying the impacts or benefits of peer mentoring in higher education. The study highlights the significance of adopting peer mentoring as a supportive scheme for students encountering critical challenges due to its manifold benefits and points to the importance of identifying the varying factors contributing to the success of peer-mentoring schemes. The study concludes with a discussion and the implications of the findings, as well as suggestions for future research to examine how peer mentoring could be effectively implemented in different educational contexts.

In the online implementation of immigrant integration training, there are areas that receive limited attention in the pedagogical studies of Finnish language and literature subject teachers. Using the Design Science Research method, an artifact of socially significant online integration training is studied. By participating in the evaluation and development of the design of this artifact, teacher students also contribute to the design of a meta-artifact. The results can be used to create a micro-credential for teacher training, enhancing teachers' abilities to work in online training programs that promote the integration of adult immigrants. The outcomes of collaborative development provide additional insights into the development needs of educational technology and the intersections of technological and pedagogical expertise. Co-design reveals issues that can be addressed either through pedagogical expertise in a technically simple environment or by developing future technologies, such as interaction-enabling design. Based on the findings, it is recommended to strengthen technological self-efficacy and practice culturally diverse pedagogy, online presentation, and facilitation skills in teacher training and orientate in interactive educational technology.

Previous studies on spouses of international students do not explore how F-2 visa regulations preventing them from working and becoming full-time students affect their social integration and building social networks. This ethnographic research about 16 formerly employed female spouses of international students in Central University aims to fill this gap, inspired by Holmes's Structural Vulnerability concept (2011), which suggests shifting attention from immigrants themselves to structural powers in order to detect what endangers immigrants' well-being. Through a multimethod approach, this article shows that F-2 visa regulations limit social integration and building social networks of the participants due to their F-2 visa regulations, and consequently affect their self-esteem, mental health, loneliness, and family relationships of the participants, despite the Central University and related/local offices efforts in integrating them in the society.

This research problem is how to overcome the need for Indonesian textbooks that integrate social and 21st century skills. This research aims to develop valid, practical, and effective textbooks to improve students' Indonesian understanding. The research design uses Research and Development (R&D) methods. The research was conducted at the Indonesian Language and Literature Education Study Program, Faculty of Teacher Training and Education, Mahasaraswati University, Denpasar. Data was collected through documentation techniques, Focus Group Discussions, questionnaires, and test administration. The instrument involves documentation sheets, validation, questionnaires, and self-evaluation. Data analysis focuses on the validity, practicality, and effectiveness of textbooks with parameters of (1) level of validity, (2) level of practicality, and (3) level of effectiveness. The results suggest the need for continuous development of appropriate and effective textbooks to meet students' needs and educational development. Research reveals that the textbook meets the criteria of validity, practicality, and effectiveness. The results suggest the need for continuous development of appropriate and effective textbooks to meet students' needs and educational development.

During their studies, Roma university students enter into a milieu different from their family environment and this can affect their identity. In our research, we used life story interviews (N 5 108) to study Roma university students who attended Roma College for Advanced Studies (RCAS). We were interested in how their identities were formed and what role their family Roma identity strategy and the RCAS played in it. In our analysis, we divided the Roma students into five categories (separated, integrated, assimilated, negative, marginalized) and these identity strategies were also used to determine the respondents' family identity. In the sample, the largest proportion consisted of those who had an integrated personal and family Roma identity strategy. The majority of the respondents had not changed identity strategies and also interpreted their personal identity according to the family pattern. Some of the Roma university students went to RCAS specifically to strengthen their Roma identity. Overall, it can be said that the family Roma identity strategy can be linked to the development of personal identity, and the RCAS can have a role in preserving and strengthening the Roma identity of university students.

This research investigates the multifaceted determinants of academic performance in a large-scale study of 5,092 undergraduate students across diverse Moroccan universities. We delved into demographic, academic, psychological, societal, and lifestyle factors, providing a comprehensive analysis of potential influencers on academic success. These dimensions were identified as significant predictors of academic performance, as gauged by the students' Grade Point Average (GPA). The findings reveal the intricate and interconnected nature of these factors and their cumulative influence on a student's academic trajectory. Our study emphasizes the necessity for a holistic approach that integrates not only traditional academic strategies, but also psychological support, balanced lifestyle practices, and effective societal engagement. Our research underscores the rich interplay among these variables and offers a profound understanding of their collective impact on academic performance. The derived insights could be instrumental for educators, policymakers, and researchers striving to create strategies that amplify student success. While acknowledging the inherent limitations of the study, we believe the results serve as a pivotal guidepost in the ongoing quest to optimize student academic outcomes and overall well-being.

This article describes inclusive education based on gender equality, disability and social inclusion (GEDSI) in elementary schools. The research was conducted because the school work plan for inclusive education has not yet included gender equality, disability and social inclusion in elementary schools in Central Java, Indonesia. Elementary school managers still adhere to an exclusive and segregated paradigm, and they are not one hundred per cent inclusive in managing elementary schools. This impacts gender bias, injustice to children with disabilities, and the lack of social inclusion. The research used the participatory action research method through the empowerment of 20 school principals under the Educational Institution Ma'arif Nahdlatul Ulama of Central Java, Indonesia, with the stages of introduction, inculturation, team organizing, action planning, action, evaluation, and reflection. The research findings state that the inclusive education program based on GEDSI is a program prepared in the school work plan by including elements of gender justice, disability, and social inclusion in the standards of content, process, graduate competencies, educators and education personnel, facilities and infrastructure, management, financing, and assessment. The implementation of inclusive education based on GEDSI in 20 elementary schools is carried out through annual programs, semester programs and learning activities. The implementation of this program involves all stakeholders in the school, from the head to the students. Future research must explore inclusive education based on GEDSI in the curriculum and technical aspects of learning.

Germany is a non-English speaking country with a large and growing number of incoming international degree-seeking students. However, their estimated dropout rates are high. This study aims to investigate whether specific challenges faced by international students (e.g., social and academic integration, language learning, financial situation, residence-permit related regulations) are associated with major change and university dropout. The discrete-time competing risk analyses of the first three semesters of an online panel survey of international students in Germany (International Student Survey; N = 3,660) show that satisfaction with the degree program's content decreases the risk of major change and university dropout. Moreover, the nationality and the associated temporary or permanent residence permit are considered in the students' educational decisions. Based on the results, we recommend improving the match between students' interest and their fields of study. Measures to prevent international students from dropping out must thus begin before they start their studies.

Following the gradual post-COVID-19 return of international student flows, it is important to examine how higher education institutions and international students are reacting to their new environment and how they relate to each other. Central to this relationship is the concept of "belonging"; what it means for international students, as newcomers and temporary residents in their host environment, to feel as if they belong. To address this question, and as a springboard from which further research into the topic can be undertaken, we examined the question of "belonging" within contemporary academic literature. We examined a broad range of literature to determine the key findings, as well as gaps in the implications for theory and practice. Our findings indicate that "belonging" is seldom clearly defined in the scholarly research. We also found that a proactive approach to student integration was the most common thread across the studies examined.

We present an exploratory study of differences in international students' adjustment and social-emotional outcomes based on key demographic variables. Drawing on a sample of 558 international students attending 14 colleges and universities in the United States, we examined students' belonging, social support, academic stress and confidence, COVID-19-related stress, and social integration by students' gender, graduate level, and region of origin as well as by combinations of gender, graduate level, and region of origin. Key findings include that graduate and undergraduate female students as well as graduate male students reported better social-emotional experiences compared with undergraduate male students and that students' region of origin accounted for a range of differences in student outcomes. Findings are discussed both in relation to the current literature and with respect to opportunities for methodological development in the field of international student engagement and global student mobility.

Despite their prolonged history of immigration to the UK, studies on Turkish Cypriots' acculturative processes have been scarce. Utilizing 20 semi-structured interviews with three generations of Turkish Cypriot immigrants living in the UK, this paper explores the acculturation processes of Turkish Cypriots by focusing on their sense of self, ethnic and national identity delineations. How do they identify themselves, and what do their identifications suggest about their acculturation? In an attempt to contribute to the empirical studies on the acculturation and identity of "other white" immigrant groups, we argue that there exists a bi-cultural/multi-cultural self with varying degrees of closeness to the host country, as well as hyphenated (British Cypriot), multi-hyphenated (London Turkish Cypriot) and travelling identities that are constructed through experience, time and place. Although there exist some intergenerational differences, it can be said that Turkish Cypriots have been open to the idea of integration starting from the first generation and, in general, have high acculturation, which was evident from the narratives of how they situate themselves within the ethnic and national identities.

This study investigates the cultural and language barriers faced by Lao students at Vietnamese universities of education and proposes solutions for enhancing their academic and social integration. We analyzed the experiences of 624 Lao students across eight major universities in Vietnam through online surveys and in-depth interviews employing a mixed-methods approach. This study revealed that Lao students face significant language and cultural challenges that manifest in difficulties with Vietnamese language proficiency and adaptation to the academic culture in Vietnam. Despite these challenges, support from the Vietnamese student and teacher communities plays a crucial role in their adaptation process. The research underscores the need for enhanced teaching methodologies and the development of robust support systems for international students highlighting the pivotal role of language and cultural support in improving the educational experiences of Lao students. Addressing the language and cultural barriers faced by Lao students is essential for fostering their successful integration and participation in the Vietnamese educational system. Enhanced language support and culturally sensitive pedagogical strategies are recommended to enhance the academic success and social integration of these students, thereby contributing to a more inclusive educational environment.

Many newcomers to Canada experience significant difficulties adjusting to life in their new community, with few more challenging than learning English. While Canada's Language Instruction for Newcomers to Canada (LINC) program suggests a pathway to social integration, ideologies pertaining to language and diversity that inform the LINC program can lead to the assimilation and marginalization of immigrant and refugee newcomers. The disruptions that COVID-19 brought to LINC classes exacerbated these issues. Here, we explore these themes in an ethnographic study of one LINC site and suggest that the incorporation of digital technologies could offer a space for a translingual pedagogy to take root. With appropriate guidance, the adoption of a translingual pedagogy could work against the problematic discourses perpetuating within LINC and improve English learning outcomes by providing increased opportunities for digital literacy socialization.

The objectives of this study were to explore the multicultural acceptance of college students toward new immigrants and its influencing factors, the cognitive discrepancy between college students and new immigrants, and the reasons why college students exhibit prejudice, stereotypes, and social distance toward new immigrants. The questionnaire survey approach was applied for data collection. It was found that the stereotype of college students toward new immigrants was relatively positive. College students recorded a high multicultural acceptance toward new immigrants. However, in addition to the stereotype of college students toward new immigrants, there were significant differences regarding the cognition of college students and new immigrants. The results of this study confirmed the hypothesis that stereotype, prejudice, and social distance have significantly negative influence on multicultural acceptance. The findings of this study revealed that Taiwan is an immigrant society, and there should be greater tolerance and respect for married immigrants, to prevent conflicts between different ethnic groups. A good multicultural education would help Taiwan society accept new immigrants and establish social harmony.

This research rigorously examines the determinants shaping undergraduate student outcomes within two small private Thai universities, specifically Asia-Pacific International University and Krirk University. The emphasis on small private universities is deliberate, given their heightened vulnerability to institutional instability. This susceptibility primarily stems from their intrinsic characteristics: limited enrollment capacities, significant dependence on sustained student persistence, and tuition revenue for operational continuity. Utilizing a quantitative approach, the study surveyed 371 students and analyzed the data using a mediated structural equation model (SEM). This model delineates relationships between key independent variables--academic integration, instruction, emotional distress, institutional support, satisfaction, and social integration--and student outcomes, namely student persistence, voluntary withdrawal, and institutional transfer. Academic integration directly affected satisfaction ([beta] = 0.214) and indirectly influenced persistence ([beta] = 0.138). Emotional distress significantly affected institutional transfer ([beta] = 0.454) and voluntary withdrawal ([beta] = 0.51). Furthermore, a substantial relationship was observed between instruction and academic integration, with a [beta] value of 0.849. These findings offer invaluable insights into the multifaceted dynamics potentially influencing student experiences and decisions in the context of small private Thai universities. Institutions seeking improved retention rates should note the importance of balancing academic and social elements in an integrated environment.

Previous research revealed that students who are overestimated in their ability by their teachers experience school more positively than underestimated students. In the present study, we compared the socio-emotional experiences of N = 1516 students whose cognitive abilities were overestimated, accurately judged, or underestimated by their teachers. We applied propensity score matching using students' cognitive ability, gender, language, parental education, and teacher's acquaintance with them as covariates for building the three student groups. Matching students on these variables, reduced the original sample size to subsamples with n[subscript 1] = 348, and n[subscript 2] = 312 with exact matching including classroom. We compared overestimated, accurately judged, or underestimated students in both matching samples in their socio-emotional profiles (comprised of academic self-concept, joy of learning, attitude towards school, willingness to make an effort, social integration, perceived class climate, and feeling of being accepted by the teacher) by linear discriminant analyses. Groups significantly differed in their profiles. Overestimated students had the most positive socio-emotional experiences of school, followed by accurately judged students. Underestimated students experienced school most negatively. Differences in experiences were most pronounced for the learning environment (medium to large effects for academic self-concept, joy of learning, and willingness to make an effort; negligible effect for attitude towards school) and less for the social environment (medium effects for feeling of being accepted by the teacher; negligible effects for social integration and perceived class climate).

Attitudes have gained much attention for supporting the successful implementation of inclusive education. There is evidence that students' attitudes towards joint lessons with students with special educational needs (SEN) affect peer relations in classrooms. But much less is currently known about the relationships between teachers' and students' attitudes and their effects on inclusive processes. This paper draws on social referencing theory to frame how teachers may affect students' attitudes. It postulates that students' attitudes towards peers with SEN and inclusive practices are affected by their teachers' attitudes towards students with SEN and inclusive practices. It also examines how teachers' and students' attitudes relate to classroom climate and social integration. Using a sample of 1.365 German 6th and 7th graders from 64 classes, we run a series of multilevel path models to investigate relationships between teachers' and students' attitudes with social integration and classroom climate. Attitudes are differentiated by a cognitive and affective facet and by whether they relate to students with emotional-social difficulties (SEN-ESD) or learning difficulties. Results show social referencing for cognitive attitudes towards inclusive practices for students with SEN-ESD. Results also indicate that teachers' cognitive attitudes and students' affective attitudes directly affect social integration and classroom climate.

Cohort scheduling intentionally places students in the same sections of several classes (e.g., biology, algebra, and writing) with a consistent peer group and is typically done for small groups (<30 students) to enable better interaction among students. The goal of this study was to compare cohort scheduling to traditional scheduling methods among freshmen in a physiology-related program. Outcomes included retention to the university and major, semester grades, and institutional integration and perceived group cohesion. Incoming freshmen (n = 209) were randomized into control (n = 43; scheduled with traditional methods) and intervention (n = 166; coenrolled in first-year seminar course, biology, and medical terminology) groups. Outcomes were collected via surveys or requested from the university registrar. There was no significant difference in the likelihood of retention to the university or major and no differences between groups in pass/fail rates for the first-year seminar or biology courses. At the end of the semester, there were no differences between groups in Perceived Cohesion for Small Groups (P = 0.102) or the Institutional Integration Scale (P = 0.357). However, the intervention group scored higher on the Institutional Integration Scale's subscales related to social integration and faculty. Cohort scheduling did not impact retention to the university or major but improved secondary outcomes related to retention, specifically social integration and student perceptions of faculty.

International universities often promote inclusive learning environments to aid their sojourners' social integration and improve their well-being. However, little is known about how social experiences with inclusion and integration (SEII) unfold for international PhD candidates in Dutch research universities (DRUs). This study uses the narratives of twenty IPCs to understand the factors that play a role in their SEII in a DRU. Findings suggest that nine factors may define SEII among the participants. Two factors--prior experiences in an ILE and identity in PhD role--played a role in participants' early SEII, while seven factors played a role in participants' early and later SEII. These included IPCs' social participation level, intercultural interaction dynamics, shared language adaptation, cultural events, university's international campus climate, social support, and perceived prejudice and stereotypes. IPCs and their international universities should align expectations to promote an inclusive social climate to foster social integration of IPCs.

This paper introduces a unified conceptual framework for understanding refugee identity construction within educational contexts, drawing on theories of social justice (Fraser, 2008), affective relations (Lynch, 2012), the resumption of ordinary life (Kohli, 2011) and ecological systems (Bronfenbrenner, 1977). Addressing a gap in the existing scholarship, the model emphasises the importance of affective relations in shaping refugee identities in education alongside other factors. The study examines the macro constructs of redistribution, recognition, representation and relational affect, highlighting their impact on refugee children's educational experiences. Further, it considers the micro constructs of safety, sense of belonging and success in integration and attainment in educational environments. The constructs are examined across various levels of Bronfenbrenner's ecological system, demonstrating the complexity of refugees' needs. This model aims to facilitate a holistic, justice-oriented approach to refugee education, which is crucial given the rise in global displacement. The study has significant implications for refugee education research and policymaking, potentially informing targeted interventions and programmes that foster academic success, overall well-being, and practice in refugee education.

The relationship between acculturation and academic adjustment has been under-investigated. A mixed longitudinal design was used in this article, with study 1 employing a questionnaire survey (N = 642) to explore student sojourners' academic adjustment status and its predictors, and study 2 adopting qualitative approaches (reflective journal and interview) to track changes in acculturation strategies and adjustment experienced by a sample of 12 participants. Study 1 found that acculturation strategies (integration and marginalization) and social support (from family, Chinese friends, and teachers) were significantly associated with the academic adjustment of student sojourners in the Chinese higher education context. Integration was positively associated with academic adjustment, whereas marginalization was negatively associated. Study 2 revealed that student sojourners experienced changes in their acculturation strategies, students are suggested to embrace the integration strategy to sustain their academic journey in China. This study also provides implications for policymaking and education practices.

This qualitative study explores the perceptions of 24 female first-grade teachers from northern Israel regarding parental emotions during their children's transition to first grade. Using semi-structured interviews, it examines the teachers' communication strategies and their self-assessed skills and training to effectively engage with parents at this critical stage. The findings highlight teachers' awareness of parents' concerns about social integration, academic performance, and behavioral adaptation. Despite the importance of effective communication, teachers face challenges due to parental disengagement and over-involvement and report a lack of formal training, relying instead on self-developed strategies.

In recent years, international students' settlement experiences have emerged as a new focus in migration studies. This qualitative study examines the study-to-work transition experiences of 30 mainland Chinese graduates living in Hong Kong and deepens the current discussion of these students-turned-migrants' socio-cultural integration. Specifically, mainland Chinese students-turned-migrants experience ongoing challenges in their study-to-work transitions. Adaptation difficulties in their university years, including limited Cantonese proficiency, meagre cultural understanding of the host society, and weak connections with locals, continue to affect their subsequent employment and social integration. Our findings underscore the crucial links between international students' prior socio-cultural adaptation and their post-study settlement experiences. We also reveal everyday workplace microaggressions, which should receive greater attention from scholars interested in international students' and students-turned-migrants' intra-ethnic interactions. Our findings have implications for immigration policy, university student services, and local companies.

In recent years, the proportion of the active population over 55 years of age has increased and, with it, early retirement, unemployment of older workers and senior "push" entrepreneurs. Given the repercussions at a social and economic level, the debate about the need to recover and keep seniors in the labour market is becoming increasingly rife. The aim of this study is to evaluate the evolution and European tendency towards the training and reintegration of seniors and demonstrate how formal education and continuous training can make a difference when it comes to prolonging their working life and subordinate their conditions and employment opportunities. Data from the European Working Conditions Survey between 2010 and 2021 are used and a descriptive statistical analysis and a hypotheses contrast are carried out using the Student's t test. The results show: (1) a greater effort to train and revalue seniors; and (2) that educational level and training generate significant differences in terms of the type of tasks to be performed and some variables that condition job satisfaction.

Education is a fundamental human right and essential to enable people to maximize their abilities to settle in a new country, adapt to a new environment, and become participating community members. As part of the challenges posed by immigration, the society aims to provide at least primary education to the children of immigrants. Statistical data show that in recent years, the number of students from other countries has increased in Slovenia. Slovenian educational institutions are confronted with a larger number of immigrant and refugee children with different cultural and linguistic backgrounds than Slovenian children. In order to explore what the challenges are in integrating immigrant students into Slovenian primary schools, we will try to answer the main research question of what challenges principals face in integrating immigrant children into primary education. This will be researched through an empirical analysis methodologically based on semi-structured interviews with school principals in selected primary schools.

This study aimed to understand the factors that deter immigrants from participating in Korean language programs in South Korea by finding the underlying structure of the deterrents. A new instrument with 39 items that measures adult immigrants' deterrents to participation in Korean language programs was developed. In total, 267 responses were collected, and 170 complete useable responses were analyzed. A series of statistical analyses revealed that the lack of time was the most compelling reason for nonparticipation. In addition, three latent dimensions of deterrents to participation were discovered: negative attitudes, social isolation, and competing demands. The factors were compared with the findings from previous research and implications for theory and practice were suggested.