Many nations and international bodies, including Nordic countries, the United States, UNESCO, OECD, and the European Union, utilize initiatives and policy frameworks where adult education (AE) has a formal role in facilitating integration and inclusion of migrants, meaning that to ensure integration and inclusion, migrants should be provided access to education systems (OECD/European Union, 2018; European Commission, 2020; UNESCO, 2015; IOM, 2017). With increased migration and population growth linked to economic development, there is a need to determine whether access to AE is an effective tool for inclusion of adult migrants. Research regarding the effectiveness of AE for facilitating societal, economic, and democratic inclusion could have beneficial implications for sustainable social policy development.

In Iceland, migration of foreign-born residents has increased from 6.9% in 2013 to 17.8% of the total population in 2023 (Statistics Iceland, 2023a). Though labor market participation rates of migrants in Iceland are among the highest within OECD nations, studies regarding social indicators reveal relatively negative outcomes for inclusion and integration (OECD, 2023; Ashoinie & Aðalbjarnardóttir, 2019; Hagstofu Íslands, 2019; Skaftadóttir & Loftsdóttir, 2019). The Migrant Integration Policy Index's (MIPEX) determined that in Iceland migrants experience poor labor market mobility. Scoring only 33 of a possible 100 points, as non-EU migrants face obstacles and have few options to improve their skills and careers, unlike in Western European or other Nordic countries (Solano & Huddleston, 2020).

Specifically looking at the field of early childhood education and care (ECEC) in Iceland, migrant participation rates are among the highest of all professions excluding tourism, with 23,3% working as certified teachers and 53% in other non-determined positions (Statistics Iceland, 2023b).  In the recent Eurydice report on ECEC it is noted that Iceland is experiencing a shortage of ECEC assistants fluent in Icelandic. Further, a recent parliamentary resolution proposed fluency benchmarks for ECEC staff to improve Icelandic skills and increase workplace training resources (European Commission, 2025). In the European Commission’s Action Plan for Integration and Inclusion 2021–2027,it is specifically stated that “Combining language training with the development of other skills or work experience and with accompanying measures like childcare has proven to be particularly effective in improving access to and the outcome of language training” (European Commission, 2020, pg. 9).

The recent OECD report regarding migrant integration in Iceland highlighted that the Icelandic labor market is made up of migrants with high skill levels and that re- and upskilling, through AE and training, is a key component of labor market policy. Yet the utilization of AE courses for migrants is relatively low; 20% of migrant workers in Denmark, Finland, and Sweden are active users of AE, and only 10% in Iceland (OECD, 2024).

Research objectives:

• To establish an understanding of how AE is utilized as a tool to facilitate inclusion within formal education systems and society for migrants.
• To identify what is needed within AE systems to ensure outcomes that reflect positively on inclusion among migrants working in the field of ECEC.
• To gain consensus on key standards of adult education and how it can facilitate inclusion among migrants working specifically in the field of ECEC.
• To identify any correlations between the utilization of adult education for supporting labor market inclusion for ECEC workers.

Research questions:

1. What strengths exist within the AE system in Iceland for integration and inclusion of migrants working in the ECEC sector?
2. What correlations exist between access to AE and inclusion within the work among migrants working in the ECEC sector?
3. What strategic measures should be taken to improve the use of AE in Iceland to increase inclusion outcomes for migrants working in ECEC?

This phase of my PhD research employs a qualitative methodology to explore how adult education (AE) facilitates inclusion, focusing on migrant workers in the Early Childhood Education and Care (ECEC) sector. ECEC is widely recognized as a facilitator of inclusion and democratic participation of migrant children and families through diverse education practices (European Commission, 2020; UNESCO, 2021; Icelandic Ministry of Education, Science and Culture, 2011). This qualitative data review of comparative studies about migrant inclusion, AE policy and practice, and statistical data gathered from within the ECEC and AE sectors in Iceland. Qualitative data reviews typically involve the collection and interpretation of non-numerical data to understand concepts, opinions, or experiences (Creswell & Creswell, 2017). Data Analysis will involve thematic analysis, coding, and correlating descriptive data to identify patterns about how AE enhances social, economic, and democratic inclusion. Our choice of studying migrants working in the ECEC sector relates to the unique standards in Icelandic ECEC laws requiring certified teachers to have a minimum five-year master’s degree, ensuring quality standards in ECEC enabling teachers to implement the national curriculum for preschools, which emphasizes democratic and social inclusion (Ministry of Education, Science and Culture, 2011). Data sources will include policy and research regarding AE, inclusion of migrants in formal education, descriptive data about migrants working in the ECEC and their participation in AE, and exploration of practical applications of curricula and policies in promoting inclusion. This will reveal effective strategies and areas for improvement in both ECEC and AE settings, particularly where migrant workers are employed. The integration of multiple qualitative data sources will provide insights about how AE and ECEC facilitate inclusivity, especially within Iceland's advanced educational framework. This approach should identify relationships between inclusion phenomena and contexts, emphasizing real-life circumstances that quantitative methods may not capture. The data analysis will employ thematic and contextual methods to uncover insights and correlations, to support a greater understanding of migrants' holistic inclusion. Comparative analysis will identify thematic correlations across data sources, fostering an understanding of their influence on inclusion. Through this methodology we intend to reveal the interlinked nature of AE and inclusion, demonstrating that their dynamics unfold in real-time interactions rather than being solely measurable through quantitative data.

The research is expected to yield valuable insights into the role of AE in facilitating the integration and inclusion of migrants working in early childhood education and care (ECEC) in Iceland. In accordance with the European Pillar of Social Rights, which states, "Everyone has the right to quality and inclusive education, training, and lifelong learning in order to maintain and acquire skills that enable them to participate fully in society and manage successful transitions in the labour market“ (European Commission, pg. 11. 2017). Anticipated outcomes include a comprehensive understanding of how AE can enhance migrants’ access to the labor market, formal education, and social and democratic participation. Findings are likely to reveal both strengths and weaknesses within the existing AE framework, identifying barriers that hinder successful integration and inclusion. Through analyzing policy and comparing it to practice, the research aims to uncover specific needs and gaps that must be addressed to improve AE outcomes for migrants, which enhance social, economic, and democratic inclusion. It is expected that the study will highlight key standards and best practices in AE that facilitate more inclusive outcomes. Conclusions drawn from the research may inform policymakers about strategic measures necessary for enhancing the effectiveness of AE. The key being to establish clear connections between education and inclusion, the research aims to provide a framework for developing policies that support migrant integration, contribute to sustainable social development, and promote global citizenship. Ultimately, these findings could influence future initiatives both in Iceland and in broader contexts, enhancing the systemic role of education in fostering inclusive societies. The findings aim to inform policy development, curriculum enhancement, and educational practices to support inclusive environments, particularly within Iceland’s AE and ECEC educational context

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