In this research workshop, members of the EMCE research group (= Education and Migration in Central Europe) present initial results from their Erasmus+ project Act4Mig: A Course for Teachers on Forced Migration. The planned digital self-study course from this project is based on surveys conducted in Germany, Poland, the Czech Republic, Hungary, and Ukraine and aims to enhance teacher professionalization in the field of school education and forced migration.The ECER research workshop is dedicated to theory, methodology, and practice by referring to pedagogical paradigms in the context of schooling and forced migration, presenting the qualitative research design of our project, and finally discussing examples from four national perspectives: Germany, Poland, the Czech Republic, Hungary and Ukraine. This shifts the focus to a region that has so far received little attention in educational migration research and therefore builds on the discussion of teaching in (trans)national constellations (Heidrich, Karakaşoğlu, Mecheril, Shure 2021).

In the first step, the pedagogical paradigms that have shaped the academic discourse will be presented: so-called foreigner pedagogy, (critical) intercultural pedagogy, and migration pedagogy (Mecheril & Dirim 2018). Using case studies on the attitudes of pre- and in service teachers towards children with a migration background in Germany (Doğmuş 2022), the focus is placed on the reflective practice of developing a pedagogical stance as well as suggestions for school development (Karakaşoğlu 2022, 2024) - both central to our planned course. Building on these paradigms, we then turn to our research design and eventually to the country reports. 

Preliminary findings from the Polish context highlight key challenges and opportunities within schools (Budnyk & Sajdak-Burska, 2023; Herbst & Sitek, 2023; Rożnowski, 2023), including the limited institutional support for educators working with refugee and migrant children, the difficulties in implementing inclusive teaching strategies, and the broader structural barriers within national education systems. Similarly, in Hungary there has been limited institutional support for the inclusion of refugees into the education system. With the recent influx of refugees from Ukraine, Hungary’s response to integrating these students has become more urgent. Ukrainian refugee children face both linguistic and cultural challenges but may benefit from regional cooperation within Europe. Although  schools and teachers are often left to address the challenges without a clear national policy or sufficient resources. While some schools have started offering professional development, there is still a significant gap in preparing teachers to work with refugee students. Therefore, the contribution from Hungary also highlights the role of civil society actors in the inclusion of refugee students. In contrast, the Czech Republic has established structures for inclusion, while civil society actors continue to play an important role. The country report from Czechia shows the challenges of the education system and best practice examples of school inclusion. A particular emphasis is placed on the acquisition of the target language and collaboration within multiprofessional teams. Finally, we explore the key role that Ukrainian educators play in fostering resilience and understanding among teachers, especially regarding the challenges faced by refugee families and children (Dominelli 2012). We will address the profound impact of trauma and war on displaced children, and how these factors must be considered when approaching their (re-)integration into both host country schools and the Ukrainian education system. 

In addition to the theoretical discussion and presentation of the methodology, the country reports will be the focal point of the workshop. The aim is to explore the integration of educational migration research in Central Europe and invite discussion on the topic.

Research Methodology The Act4Mig: A Course for Teachers on Forced Migration project employs a qualitative and comparative research approach, analyzing educational strategies for students with migration experiences in different school systems. The study aims to identify common challenges and specific solutions implemented in various institutional contexts, with a particular focus on integration policies and teaching practices. It examines teachers' perspectives on working with refugee children, as well as the institutional support mechanisms and barriers that hinder inclusion. The study considers both formal education systems and grassroots initiatives aimed at supporting teachers. The research methodology is based on the triangulation of qualitative methods, allowing for the capture of both individual teacher experiences and broader institutional conditions. The data collection process consists of two key components: In-depth interviews and the analysis of educational documents and migration policies. The study includes between 24 and 36 individual in-depth interviews (IDI) with teachers working with refugee children. The analysis includes government documents, NGO reports, internal school regulations, and grey literature, such as project reports, implementation summaries of support programs, working documents from educational institutions, and recommendations from international organizations. Theoretical Framework This study is based on migration pedagogy (Mecheril et al., 2010) and intercultural pedagogy, which emphasize reflective education in multicultural contexts. Migration pedagogy explores schools as spaces for negotiating cultural identities and social integration, while anti-discriminatory education aims to counteract exclusion and stereotypes in learning processes. Additionally, trauma-informed education (Berger & Martin, 2021) highlights the need to acknowledge students' traumatic experiences. This approach promotes a supportive school environment, focusing on psychological support strategies, the teacher-student relationship, and methods for addressing stress and trauma in forced migration contexts. Reflective teaching practice (Karakaşoğlu, 2022) serves as another key framework, positioning teachers as both educators and mediators who help students navigate diverse cultural and educational settings. The study examines how teachers adapt their methods to the challenges of working with refugee children. Using a comparative approach, the study analyzes variations in educational policies and teaching practices across different school systems. This perspective enables an examination of both macrostructural aspects (e.g., integration policies and systemic support for teachers) and microstructural aspects (e.g., teaching strategies and daily classroom interactions).

The study’s findings will contribute to the development of an open access online course for teachers, incorporating both shared challenges and contextual differences in the education of students with migration experiences. The research will also support the formulation of policy recommendations aimed at enhancing teacher support in working with refugee children. The workshop aims to present the research design, explore the different starting conditions of the participating countries, and discuss pedagogical approaches—focusing on both teachers and the school as a system.

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