Projects / Programmes
Systemic aspects of educational strategies and encouraging social inclusion in education
January 1, 2019
- December 31, 2024
| Code |
Science |
Field |
Subfield |
| 5.01.00 |
Social sciences |
Educational studies |
|
| Code |
Science |
Field |
| S285 |
Social sciences |
Social pedagogy |
| Code |
Science |
Field |
| 5.03 |
Social Sciences |
Educational sciences |
Key words: education, education system and policies; compulsory education; higher education; teacher education; inclusiveness; marginalized children and youth; vulnerable families and individuals; emotional and social learning; experience of learning
Data for the last 5 years (citations for the last 10 years) on
September 30, 2023;
A3 for period
2017-2021
| Database |
Linked records |
Citations |
Pure citations |
Average pure citations |
| WoS |
85 |
324 |
270 |
3.18 |
| Scopus |
125 |
684 |
586 |
4.69 |
Researchers (14)
Organisations (1)
Abstract
The systemic aspects of education strategies and the promotion of social inclusion in education is a programme with two dimensions: education as a system linked to modern societies and the promotion of social inclusion. The programme is divided into three areas:
A. Conceptual justifications in the field of education and their consequences for the critical analysis of transformations of (high) school systems;
B. Researching paradigmatic changes in inclusion concepts, their effects in the implementation process at the level of social and educational policies, and the search for more effective models of implementing inclusion;
C. Researching the experience of knowledge enaction from the viewpoints of empirical phenomenology, neuroeducation and enactivism.
The research goals and content require an approach with both, qualitative and quantitative methods. In particular, we will analyse the following aspects:
A1 By developing the theory of action in education we will provide theoretical frameworks for understanding the specifics of the action in education; on this basis we will explore new issues such as, "violent extremism" (with a link to civic education, etc.), and will join the general discussion on inclusion.
A2 In examining the contemporary transformations of higher education systems and their effects, we will analyse the actual and potential roles and purposes of (higher) education in the current social context, the concept of a 'third mission' of universities, including their integrity; new forms of exclusion in higher education, etc.
B1 In the development of concepts of inclusiveness, we will analyse in detail the paradigmatic shifts that are recognizable in various understandings of inclusion, the concepts of justice that support the implementation of inclusion relevant to all, new forms of exclusion as a result of specific conceptions of inclusiveness, etc.
B2 With regard to the implementation of solutions in educational and social policies and practices, we will analyse the gaps between legislation and practice, and evaluate existing legislative and expert solutions; we will analyse new forms of exclusion as a result of current policies and models, etc.
B3 In the implementation at the level of education of pedagogical workers we will evaluate, on the basis of the salutogenic paradigm, teacher education programmes, compare the beliefs of higher education staff and students about inclusion, and propose changes in initial study programmes and continuous professional development.
C1 Work in the field of empirical-phenomenological and neuroeducational research of the experiential aspect of knowledge enaction will be carried out on the following levels: 1. methodological analysis of self-referential problems in first-person research; 2. phenomenological and intersubjective aspects of knowledge enaction; 3. transfer of knowledge to the fields of neuroeducation and neurophenomenology.
Significance for science
We see a potential contribution to the development of science in the following:
- a new conceptualization of the educational act and a contribution to the theory of educational practices;
- a development of targeted higher education studies as an interdisciplinary field in Slovenia (so far weakly established) and contributions to the international discussion in this field;
- an analysis of teacher education systems and their effects on the quality of education;
- analysis of concepts of inclusion throughout the educational vertical and especially in the field of teacher education;
- theoretical and empirical study of the situation of vulnerable pupils and students;
- justification of new etiological interpretations and typologies of social exclusion;
- an analysis of the mechanisms of reproduction of social exclusion in the field of education;
- an extension of the understanding of learning processes and the construction of knowledge based on the findings on experiential modalities;
- validation of existing cognitive and learning styles, as well as meta-memory theories;
- theoretical and empirically grounded knowledge, translatable into educational policies at national and European level;
- critical review and update of key competences in the field of social and emotional learning;
- developing a categorical apparatus, including the development of Slovenian terminology.
Significance for the country
We see a potential contribution to social and cultural development in the following elements:
- conceptual background for the development of the education system, especially in the field of inclusion and the promotion of democratic culture:
(a) contribution to the design of Evidence-Based Education Policies; cooperation with the Ministry of Education and other relevant national institutions;
(b) contribution to the creation of new pedagogical strategies in school (institutional) and out-of-school (extra-institutional) professional work;
- access to foreign knowledge: in our research, we connect closely with some researchers from other countries; with their help, and with available literature, we open access to foreign knowledge and communicate it in appropriate forms to the interested domestic public (publication of original scientific articles and reviews, translations, round tables e.g. the "School Field Seminar", the website http://ceps.pef.uni-lj.si/, lectures, etc.);
- Human resources development:
(a) two young researchers are involved in the group (from 2016 and 2017); two doctoral students who are conducting research in this thematic field will be invited to join (2019); the group provides them with an environment in which they are able to develop their potentials, while at the same time contributing to joint results;
(b) We are continuously transferring research achievements and findings to the modules of the Doctoral School at the Faculty of Education at the University of Ljubljana, as well as at the Doctoral School at Fachhochschule Burgenland (Eisenstadt, Austria);
(c) We also transfer research achievements to our undergraduate and masters programmes (including frequent mentorships and supervisions);
- promotion of the state: members of the group actively participate in various intergovernmental and non-governmental international bodies; about half of our doctoral students are foreigners and, in the course of their studies, they are fairly well acquainted with the results of our research.
Most important scientific results
Interim report
Most important socioeconomically and culturally relevant results
Interim report
