Abstract:

The integration of refugees and migrants into the educational system presents a significant challenge that requires tailored teaching methods and strategies. Successful integration necessitates the adaptation of teaching content and methods that enable the inclusion of students with diverse cultural and linguistic backgrounds. It is essential to adapt teaching content and methods to the specific needs of individual students, including the use of multisensory approaches, technology, and individualized assistance.

The study aimed to explore methods of integrating refugees and migrants into teaching, focusing on comparing approaches used by teachers in STEM (Science, Technology, Engineering, Mathematics) and literacy education. The specific objectives were to identify commonly used methods and strategies, evaluate their effectiveness in developing literacy skills, motor skills, and critical thinking, and examine differences based on teachers' experience and teaching areas. The study was conducted using semi-structured interviews with 10 primary school teachers experienced in working with refugees and migrants. Teachers assessed the difficulty of teaching refugees and migrants in general, as well as in STEM subjects, literacy, motor skills, and critical thinking. Data show that 70% of surveyed teachers teach in the first educational stage, and 60% teach general primary education. Most teachers consider teaching refugees and migrants challenging, particularly in developing literacy skills and critical thinking.

Results indicate that teachers most frequently use multisensory methods, technology, individualized assistance, and pair or group work to effectively include refugees and migrants. For developing literacy, the most common strategy is individualized assistance, highlighting the need for a personalized approach in teaching language and reading. In motor skills, the most common methods are experiments and demonstrations, providing practical learning and direct experience for students. For developing critical thinking, visual aids and technology help students understand complex concepts and ideas. Teachers with more experience and those teaching at higher educational levels often use more sophisticated methods of adapting teaching content. The significance of the results emphasizes adapting teaching methods for successfully integrating refugees and migrants.

The study proposes concrete strategies for various teaching situations, emphasizing that successful integration hinges on adapting content and methods, including multisensory approaches, technology, and collaborative learning. Individualized assistance and personalized approaches significantly contribute to progress in literacy and critical thinking. Examples of good practices can guide teachers in their work with refugees and migrants, enabling more inclusive and effective education for all students. Teachers must be open to new methods and adapt to students' needs, leading to better integration and success in the educational process. Additionally, collaboration between teachers, parents, and the broader community is crucial, as it creates a supportive environment for refugee and migrant students. Working with students' families helps understand cultural and linguistic challenges and allows better adaptation of teaching methods, providing comprehensive support and encouraging active participation in the school system.

Keywords:

Refugee and migrant students, STEM, natural sciences, reading literacy, teaching methods.