Conference Agenda

The phenomenon of platformization has emerged strongly, especially after the COVID-19 pandemic, affecting our daily lives in various facets, such as communication, interaction, education, and commerce, among others. Various scholars have characterized this scenario as a “platform society” (van Dijck et al., 2018) or “platform capitalism” (Srnicek, 2018). Regardless of the increasing interest in understanding the impact of digital platforms in different contexts, there are fewer studies that focus on how digital platforms have penetrated family practices. Consequently, there is a major amount of research on how young individuals use digital platforms, but relatively slight studies about family relationships and even less with an intergenerational perspective that involves the elderly.

The research project “PlatFAMs: Platforming Families – tracing digital transformations in everyday life across generations” aims to explore the integration of digital platforms into the daily routines and dynamics of contemporary families across five European countries (Norway, Estonia, the United Kingdom, Romania and Spain). Through an intergenerational approach, we select 20 families from each country (n= 100) to interview the three main generations (children, parents and grandparents).

The project focuses on three main topics: digital navigation -studying how different members of the family interact with various platforms to discern inter-generational differences and similarities-; digital negotiation -exploring relational dynamics within varied family structures- and digital future-making -investigating how participants develop imaginations of digital futures, within family and society level-.

Through the first stage of the project, we have conducted a scoping review (Erstad, Hegna, Livingstone, Negru-Subticica & Stoilova, in press) that identifies that the field of digital platforms and family life is specially focused on individual uses of social media but less explain the reconfiguration of relationships, agency and autonomy within families. These few studies focus on two different emerging themes related with the platformization of intimacy, belonging and care, on the one hand, and interdependency, vulnerability and power struggles, on the other hand.

The first corpus of literature suggests that digital technology might enable practices of care in contexts such as geographically dispersed families and it might complement rather than substitute face-to-face communication (Danielsbacka et al., 2022; Williams, 2011). It might even contribute to bridging the gap between older parents to understand the modern world (Thomas, 2020). Digital family practices such as negotiating and buying technology, sharing photos from joint family events or using Whatsapp as a transconnective space might also create a sense of family belonging (Palviainen & Kędra, 2020). At the same time, the literature points at concerns related with gender inequalities, social barriers experienced by the elderly and the overburden of the constant online presence (Neves et al., 2019).

The second one involves a shift in power dynamics within families, which might enhance family communication, learning and enjoying creativity (Levinson & Barron, 2018), but also involve parents' concerns about being absent in their children’s digital lives or about higher usage of smartphones. Another relevant aspect is related with parental surveillance, but the few studies that have been implemented point that children might see intimate surveillance as a practice of care that involves feeling more security and comfort (De Leyn, et al., 2022).

The recently published annual national student survey in Norway reports alarming and steadily increasing rates of cyberbullying among students in primary and lower secondary schools. The largest percentage, 5.9% of students, report being cyberbullied (2-3 times a month, once a week, few times a week) via phone, iPad or PC in 5^th grade. Numbers vary between 4,6% to 5,1% in grades 6^th to 10^th (Utdanningsdirektoratet, 2024). Increasing prevalence rates, paired with large socio-economic losses for the individual and for the society, makes cyberbullying an important research field for practitioners and researchers alike. The available research suggests the need for a holistic approach, involving all stakeholders in the school community, especially parents, as a means of addressing cyberbullying. Parents as primary caregivers are central in any cooperative efforts influencing a child’s development and well-being (Glavin, 2013). To the best of our knowledge, no study with the focus on parental views on the cooperative efforts has been conducted within European or Norwegian context. Thus, the main objective of the study is to extract insights regarding parents’ views and experiences concerning interdisciplinary and interagency cooperation to overcome cyberbullying in Norwegian schools.

The research shows that positive home-school relations, where parents have the chance to genuinely contribute to their child’s education, improve the child’s overall experience and learning outcomes (Drugli & Nordahl, 2016). In this way, parents and the school share the responsibility of raising children and teenagers in school age. The home-school collaboration is seen as crucial to the child’s positive social adjustment (Kim & Sheridan, 2015). In the following study, it will be assumed that all of the families do sincerely care about their offspring: they want to see them succeed, build positive relations to their peers, educators and wider community (Epstein, 2010). The primary goal of this study is to gain a better insight into parental views on how to best channel the cooperative efforts to prevent and combat cyberbullying, which has such a troubling impact on the lives of many adolescents. The research question guiding this inquiry is thus: What are the views and experiences with cooperation to prevent cyberbullying of parents whose children were involved in cyberbullying?

To answer the research question, 17 semi-structured interviews were conducted either in-person or online with parents of children enrolled in Norwegian primary or lower secondary school, as these are the ages where cyberbullying is most prevalent (Kowalski et al., 2012). Purposive sampling was employed, with the population including parents of children and adolescents involved in cases of cyberbullying. The interviews were carried out between November 2022 and January 2024 in either Norwegian, Polish or English. A reflexive thematic analysis was carried out, revealing four major themes: (1) home-school cooperation, (2) types of parental involvement and (3) aspects of cyberbullying affecting cooperation and (4) cooperative strategies to overcome cyberbullying. All the themes are encompassed within one main node: (I) parental views and experiences with cooperation. Careful ethical measures were undertaken to protect the informants’ rights. In the end, implications for researchers and practitioners were presented, to possibly inform a context-specific cyberbullying program in the future.

Topic. In an age "afflicted" by uncertainty (Morin, 2003, 2016, 2020), it is necessary to prepare new generations to manage this condition of precariousness and the challenges it poses (Bauman, 1994) in a realistic, responsible and constructive way. Among the main challenges, the challenge of AI technologies raises the greatest number of uncertainties because it represents, on the one hand, one of the most advanced opportunities for human development and, on the other hand, one of the greatest risks of dehumanization of existence (Floridi, 2014). It is therefore necessary to train new generations at an early stage to critically and creatively manage AI technologies (Authors, 2023) through effective educational experiences, developed in partnership among schools, families and communities. Within the most innovative educational experiences that is taking its first steps in primary school is the immersive experience in virtual educational environments (Clarke, Dede and Dieterle, 2008; Di Natale et al., 2020; Finestrone, Limone and Peconio, 2023).

Research Question. In line with the issues raised by the special call of Network 14, the research question is: What can be learned by children in/from the immersive experience in educational environments of a virtual type, to enable them to create a community capable of critically and creatively managing AI technologies?

Objectives. The research objectives are:

- to explore the ways in which the immersive experience fosters in children;

- the knowledge to manage AI technologies in a critical and creative way;

- competency in judgement;

- to identify an effective educational model to train children in critically and creatively managing AI technologies through immersive experiences.

Theoretical Framework. At the European level, the school’s commitment in recent decades to train new generations to an adequate digital competence (Media Literacy, Data Literacy, Explainability) (Panciroli and Rivoltella, 2023) is relevant. However, as reported by the most recent scientific research (Spiranec, Kos and George 2019; D'Ignazio and Bhargava, 2015; De la Higuera, 2019), this training presents some weaknesses:

- it is focused on the acquisition of technical skills,

- it is mainly implemented in technical-scientific fields (STEM),

- it is carried out especially in secondary schools.

Moreover, scientific research has not yet clearly focused on four further limitations of current European education to Digital Citizenship and Data Literacy in schools (Authors, in press):

- it does not form in a systematic way starting at least from primary school,

- it does not form a critical and realistic awareness not only of the limitations of AI technologies but also of the potential that a responsible use of technologies can have with respect to improving the quality of life,

- it does not propose educational practices that have proved effective for this purpose,

- it does not activate partnership processes among schools, families and communities.

Indeed, studies on the ethics of AI (Floridi, 2022) highlight the need for the human being to be able to critically and responsibly manage AI technologies and therefore be trained in this sense since childhood, through experiences implemented in partnership among school,. In addition, pedagogical studies and research draw attention to the fact that a critical and creative approach to the problem of new technologies cannot be formed through purely informative, notional, cognitive and technical experiences. It must rather be formed through aesthetic experiences. Among the many aesthetic experiences, one is indicated by the most recent studies of techno-aesthetics as particularly interesting: the immersive experience created on themes and with techniques of visual art and used within educational paths of aesthetic type (Diodato, 2022; Pinotti, 2021; Seo, 2011).

Research acknowledges the positive outcomes of family-school partnership (FSP) and parental involvement in education, both in Sweden and internationally (Cottle & Alexander, 2014; Harju et al., 2013; Markström & Simonsson, 2017). However, the practice and process to achieve these positive outcomes are described as complex and sometime resistant by practitioners (Albaiz & Ernest, 2020; Eriksson, 2009; Hedlin, 2017). Potentials and obstacles for parental involvement are identified in line with changes in society, not least when Swedish society has become more multicultural and multilingual in various contexts (Bouakaz, 2007; Tallberg-Broman, 2009; Vuorinen & Gu, 2023), and the digitalization in the Swedish school (Gu, 2017, 2018). On the one hand, digital technologies provide the potentials for increased opportunities for communication and access to educational resources and cultural values. The term parental e-nvolvement is introduced to address parental involvement that is strengthened by technology (Şad et al., 2016). On the other hand, because parents are not a homogeneous group, their access to Web-based information and communication, and their ability to exploit resources online are affected by their socioeconomic and linguistic conditions, which can be a challenge for FSP.

Recent research has found that the digitalization of society has brought about a growing gap, a new form of differentiation, gradually separating those who can derive many benefits from the new information society and those who cannot. The concept of digital exclusion has been used to refer to the situation where people cannot participate in society duo to lack of access or ability to use digital technologies (Internet Foundation in Sweden, 2020; Park & Humphry, 2019). Digital exclusion and social exclusion are intrinsically intertwined that put disadvantaged families at higher risk for exclusion. Much of the discourse is around how existing social exclusion such as income, education, region, gender, age, and ethnics, is reinforced by digital exclusion. In the field of FSP, parents’ socioeconomic condition, their education and literacy level, and language are closely associated with material and information access, digital skills and usage diversity (Helsper, & Reisdorf, 2017; Van Deursen and van Dijk, 2015) that affect their possibilities to be involved in education. Earlier literature on digital divide focused mainly on the haves and have-nots of digital technology, e.g., the difference in rates of access to computers and the Internet (Sciades, 2002). More recently, attention has shifted to the multiple dimensions that create inequalities in the uses and benefits of technology (Park, & Humphry, 2019). Furthermore, the power relation between family and school is still uneven (Kingston, 2021). How digitalization plays a role in this power relationship is still unexplored.

This presentation thus aims to gain more knowledge about whether and in what way digitalization in schools may affect FSP and parental involvement in school. In particular, it will focus on challenges that may arise when digital media are introduced to the relations that have traditionally been characterized more as face-to-face encounters, such as the parent-teacher meetings. Whether digitalization in school serves as a tool of increased inclusion or the opposite in terms of parents’ interaction with school will be discussed. Bourdieu's concept of social field and different forms of capital will be applied as an overall theoretical framework (Bourdieu, 1986). Education as a social field where power dynamics play out between different actors within the field, and how such power dynamics may be affected by the introduction of digital technologies.

In the current discourse on school and educational development, inclusion and digitalization emerge as two focal topics. However, it can be observed that both topics have separate and largely independent discourses (Hartung et al., 2021). Educational policy guidelines for inclusion (eg. KMK & HRK, 2015, EU 2019) and for digital education (e.g. KMK 2021, EU 2023) each articulate demanding objectives for educational practice, which challenge educators as cross-cutting tasks. These requirements, particularly pertinent to teachers, are evident in both the domain of inclusive education (Forlin et al., 2008; Forlin & Chambers, 2011) and in the realm of digital (media) education (DeCoito & Richardson, 2018; Waffner, 2020). At the same time, there is a lack of scientifically grounded structuring aids to navigate the complex transformation processes and to address both focal topics adequately in the design of teaching. An initial approach to integrating both dimensions exists with the concept of inclusive media education (Zorn et al., 2019). However, this approach lacks an explicit focus on classroom teaching. Moreover, the need for interdisciplinary collaboration and transdisciplinary research is emphasized and explicitly advocated by Bosse et al. (2019) in order to make a substantial contribution to inclusive teaching in the context of digital transformation processes.

At the University of Vechta, the interdisciplinary research group BRIDGES works on integrating digital and inclusive education. This proposal, grounded in the work of BRIDGES, seeks to present a comprehensive framework merging these dimensions in educational research and practice. The core of our research revolves around the development and implementation of 14 quality criteria for inclusive teaching. These criteria, an outcome of rigorous interdisciplinary collaboration, serve as a foundational element for structuring inclusive education in the digital era (Baumert et al. 2022). Our research investigates how digital tools and pedagogical strategies can be synergized to enhance inclusion in educational settings. The primary research question guiding our inquiry for this presentation is: How can digital media be utilized in teacher education and classroom environments to create and support inclusive learning experiences?

Seeking to connect theoretical principles with practical implementation, this presentation outlines the process of developing and applying quality criteria in specific educational settings. It centers on two subject-didactic projects – one in the field of mathematics education and the other in religious education. These projects serve as practical illustrations of applying the established criteria to create digital-enhanced learning environments, thereby promoting inclusive teaching and learning methodologies. Additionally, the presentation introduces a concept and an initial prototype of a digital reflection tool for teacher training. Informed by our research findings, this tool is designed to foster a culture of reflection among educators, enabling them to effectively navigate the complex interplay between digital and inclusive teaching strategies. This is essential for addressing the varied needs of students in an increasingly digitalized educational landscape.

This research not only underscores the convergence of digitalization and inclusive education but also contemplates the wider implications of these trends for the future of education. By integrating theoretical frameworks, empirical findings, and practical applications, the University of Vechta's work strives to make a meaningful contribution to the evolving field of digital and inclusive education.

A network comprising a research group and local community associations is carrying out an integrated educational intervention aimed at 4th grade children in a vulnerable neighborhood of an Italian city in northern Italy. The aim is to improve their socio-cognitive and digital skills while raising awareness of environmental issues. These topics are addressed at local level, but are also recognised by some European frameworks (DigComp 2.2 and GreenComp) and by the 2030 Agenda. These frameworks are used as reference points for the approach and activities of this intervention.

The combination of environmental education and the development of digital skills represents a key aspect of the research underlying this educational intervention, which is focused on the creation of virtual reality games and immersive teaching as emerging themes in the field of K-12 education. Experiences in virtual reality promote a sense of immersion and involvement, supporting attention processes and emotional engagement (Tilhou et al, 2020). Moreover, virtual reality, when supported by appropriate teaching methods, can influence learning processes and motivation to learn. The immersiveness and high interactivity inherent in some virtual reality games place the student in a situation, in an authentic context, fostering experiential learning through practical activities (Angel-Urdinola et al., 2021; Di Natale et al., 2020). For this reason, the theme of the environment and its preservation, if addressed through gaming in virtual reality, can be presented as a challenge to be tackled, or a problem to be solved through practical experience in a safe play space, where the consequences of the player's actions, although simulated, can stimulate reflection. The pedagogical strategy employed in this educational intervention adheres to a constructionist framework for game design (Harel & Papert, 1991; Kafai, 2006; Li et al., 2013), aimed at fostering students' engagement in the creation of VR games, thereby surpassing mere consumption of VR games. Students use a program development environment that enables them to construct applications on environmental issues by themselves.

Our research hypothesis is that the direct involvement of nine- and ten-year-old children from more disadvantaged urban contexts in the design of games should ensure that they not only learn more effectively, but are also more likely to change their habits and develop new attitudes, such as a better awareness of the environment. Furthermore, it is the children who, through their environmentally friendly behavior and active participation in an educational intervention led by the network of associations involved in this research, can positively influence their families and inspire change in the community to which they belong.

The methodological approach chosen for this study is Design-Based Research (DBR) (Anderson and Shattuck, 2012), that combines a theory-driven approach with empirical evaluation, encompassing two cycles. The former cycle was carried out last year, while the second cycle is currently still underway. The research results of the first iteration, in which a quasi-experimental study was conducted to investigate the extent to which students improve some socio-cognitive skills and develop pro-environmental attitudes, show that students in an at-risk neighborhood make a meaningful improvement when compared to students attending schools in more affluent areas of the city. For this reason, the second iteration of the educational intervention is targeted towards students experiencing disadvantaged circumstances on a broader scale.

The aim of the discussion is to present the prototype design approach that is emerging from this research, which other European researchers participating in the panel discussion could adopt and apply in their own specific contexts of urban schooling.

Education systems are facing a constantly and rapidly changing environment. In addition to the conventional challenges that already put pressure on school institutions, new challenges are now being added, especially those linked to inclusion and diversity. These are inevitable phenomena in a globalised and multicultural world (Erstad et al., 2021; Rajala et al., 2023). To meet these challenges, it is necessary to develop innovative approaches to build new concepts and strengthen the notion of a transformative capacity. This ability empowers young people to see themselves as agents and citizens capable of influencing today's society and the one they wish to inhabit in the future, starting from a construction in the present (Jenkins & Ito, 2015). In this context, there is a general consensus that students must not only learn to live in the world, but also to critically analyse, conceive their own potential futures and change their trajectories (Lipman, 2011).

A fundamental concept in this context is transformative agency, which Stetsenko (2019) describes as "the connection between individuals who not only change the world, but are also transformed in the process" (p. 3). This perspective implies the development of skills and competencies to experience and promote social change. What is intriguing is how this idea can engage young people in creating possible futures aligned with their own destinies, considering agency as a simultaneously relational and transformative phenomenon.

The research conducted is aligned with the need for education to contribute to meeting the challenges of the future (UNESCO, 2021) and to provide key competences/skills for social change. At the same time, it is necessary to be attentive to global-local phenomena and perspectives, which promote the incorporation of "Southern perspectives" (Blommaert, 2005) and to observe the influence of different socio-historical environments on educational practices (Ávalos & Bellei, 2019).

In this context, the project 'SCU4Change- Educational Roadmap for Transformative Agency - Connecting School, Community and University for Social Change' (Erasmus+. 2022-1-NO01-KA2020-HED-000086487) has emerged. Its purpose is to foster transformative experiences for social change in secondary education through coordinated collaboration between schools, communities and universities. Its main objective is to design a collaborative and sustainable roadmap that highlights and promotes school practices aimed at addressing contemporary social problems from a social and educational change perspective, through the cooperation of all parties involved.

In each of the participating countries, the universities of Vienna (Austria), Andrés Bello (Chile), Barcelona (Spain) and Oslo (Norway) are collaborating with a secondary school that already implements transformative educational projects or practices aimed at social change. Together with key stakeholders from the school (students, teachers, management) and the surrounding community, common trends that stimulate the development of transformative agency are being explored.

Throughout the implementation of SCU4Change, the participating schools,communities, and universities will jointly design, implement, and evaluate projects addressing contemporary social issues in schools. Systematizing these experiences will create a collaborative 'roadmap' to highlight and encourage school practices focused on social issues, fostering change through school-community-university collaboration.

In this way, and from a bottom-up or bottom-up logic, the aim is to bring into dialogue the knowledge and transformative praxis already existing in schools in order to build, through collaborative and synergetic work between school/community/university.

The specific objectives of the project are: (1) Design, implement, and disseminate transformative education projects for social issues, (2) empower youth as societal influencers, (3) promote authentic learning on current social/environmental challenges, and (4) explore digital resources for collaborative learning among schools, universities, and communities.

In this context, the results of the process of observing transformative projects in a public school in Spain are presented.

This panel discussion delves into the localized exploration of the intricate relationship between schools, community interactions, and the cultivation of a sense of belonging among students. Focused on three specific Russian territories characterized by specific natural and climatic conditions, this study aims to decipher how schools strategically engage with local communities to enhance students' connections and, in turn, influence their life plans. The analysis remains grounded in the unique challenges posed by the territorial context, providing a nuanced perspective on the role of schools in fostering a sense of belonging among youth. The theoretical framework guiding this exploration draws from concepts of local identity, stakeholder theory, social capital, and ecosystem thinking.

The phenomenon of youth migration is a pressing issue not only in Russia but also within specific regions, presenting challenges to both local communities and broader societal structures. The migration of youth is a complex phenomenon influenced by various factors, including the socio-economic development of regions, educational opportunities, and employment prospects. Research indicates a prevalent trend of youth gravitating toward more developed urban centers, exacerbating labor market erosion in smaller towns and rural areas. Understanding the nuances of youth migration is crucial, especially in regions with challenging natural-climatic contexts, where socio-economic deprivation combines with territorial barriers such as harsh climates, remoteness, and inaccessibility.

One often overlooked aspect is the impact of a sense of belonging to the local community on migration decisions. Studies suggest that a strong sense of attachment can act as a deterrent to migration, as individuals feel connected to social networks, institutions, and local cultural distinctiveness. Conversely, a weak sense of belonging may increase migration intentions, with individuals seeking acceptance elsewhere.

This discussion seeks to extend existing research by focusing on the role of schools in shaping youth's sense of belonging. Schools, as social institutions, can play a pivotal role in fostering community attachment through involving students in communal processes and projecting an image of openness to the external world. However, current research gaps exist, particularly at the level of local communities and individual schools as socio-cultural environments where migration attitudes may form.

Unlike conventional studies, our focus shifts from understanding the general link between life trajectories and a sense of belonging to a more context-specific examination of the deliberate efforts made by schools within challenging territorial environments. Using a localized logic, we explore the ways in which schools navigate socio-economic deprivation, territorial barriers, and the distinctive climatic challenges of each region.

Our hypothesis is tailored to the local nuances of the three Russian territories, proposing that schools actively contribute to the development of students' sense of belonging by tailoring their strategies to the specific actions within their locality. By examining the interplay between schools and the local environment through we aim to uncover region-specific insights into the peculiarities of school strategies.

The discussion remains rooted in the local context of the three Russian territories, emphasizing the importance of understanding how schools respond to the socio-economic and environmental challenges unique to each region. By focusing on this localized approach, the panel seeks to encourage a deeper understanding of the regional dynamics that shape the interplay between schools, community interactions, and youth aspirations. Ultimately, this exploration aims to inform tailored strategies for enhancing a sense of belonging among students in regions facing specific territorial conditions, contributing to the broader discourse on education and community engagement.

Education systems are facing a world in constant and accelerated transformation. In addition to the traditional challenges that already strained school institutions, new challenges are now being added, most notably those related to inclusion and diversity. These are inevitable phenomena in a globalised and multicultural world (Erstad et al., 2021; Rajala et al., 2023). To address these challenges, innovative approaches need to be developed to build new imaginaries and reinforce the idea of a transformative capacity for action. Such a capacity empowers young people to see themselves as agents and citizens capable of influencing today's society and the one in which they wish to live in the future, based on a construction in the present (Jenkins & Ito, 2015; Fardella et al., 2023). In this sense, there is a general consensus that students must not only learn to live in the world, but also to think critically, imagine their own possible futures and transform their destinies (Lipman, 2011).

A key concept in this context is transformative agency, which Stetsenko (2019) defines as "the link between people who not only change the world, but are also transformed in this very process" (p. 3). This perspective entails the development of skills and competences to experience and bring about social change. What is interesting is how this notion can engage young people in the conception of possible futures aligned with their own destinies, understanding agency as both a relational and a transformative phenomenon.

Within this framework, the project 'Educational Roadmap for Transformative Agency - Connecting School, Community and University for Social Change' (Erasmus+. 2022-1-NO01-KA2020-HED-000086487) has emerged. This project aims to foster transformative experiences for social change in secondary education through coordinated action between schools, communities and universities. Its main objective is to design a collaborative and sustainable "roadmap" that makes visible and promotes school practices focused on addressing contemporary social issues from a perspective of social and educational change, through the collaboration of all the agents involved.

The project is implemented in four countries: Austria, Chile, Spain and Norway. In each country, the project will work with a secondary school that has implemented - or is implementing - projects or practices aimed at educational and social transformation.

In the first phase, the different actors involved (teachers, management teams, communities and students) have been contacted to assess the effects of these projects and the needs, potentials and difficulties associated with the deepening of these educational practices in different contexts. In order to deepen and understand how schools are contributing (or not) to fostering social change and multi-stakeholder collaboration, each participating university (University of Oslo - Norway, Universitat de Barcelona - Spain, University of Vienna - Austria and Universidad Andrés Bello - Chile) has conducted interviews, observations and surveys, involving principals, teachers and students of the secondary schools associated to the project.

This paper presents the results of the initial phase of the project in the context of Spain, specifically in a public secondary school pioneer in educational transformation. It integrates into its curriculum interdisciplinary projects (called "BRCS") in 3rd and 4th year of secondary education (students aged 15 and 16 in Spain), addressing issues such as sexuality, pollution, colonialism, human rights, racism, sexism and climate change. In these BRCS, collaboration with extracurricular communities is key, working with a variety of entities on projects involving social sciences, humanities and other areas, culminating in an annual exhibition of the projects to the local community.

My paper unveils social tensions in the field of education as it explores the relationship of family memory and children’s history learning about the troubled events of 1974 in Cyprus. It explores how memories and beliefs of those who survived the traumatic events of 1974 in Cyprus are remembered and used to build self-narratives for communicating them to the younger generation. It shows that these survivors demand their own voice when talking about 1974 and are unwilling to let the state claim ownership of the past. It reveals that participants in my study see politics as a barrier to having an authentic representation of the past and undertake initiatives to help their children draw links between the troubled past and present. They regard the history textbook as vehicle transferring the State’s approach to 1974 and teachers as the public servants to distribute this official narrative and claim their own share when talking about the past. In this context, they undertake initiatives enabling them to link their past to their children’s present such as storytelling, witnessing funerals of missing persons and visiting places with certain meanings for their family histories. These memory-sites stage adults’ stories and are appreciated as enabling youngsters to inherit the family history and values while acknowledging their positionality in society.

Based on data derived from the research I conducted for my doctoral thesis and supported by empirical research from the settings of Cyprus and especially of Northern Ireland, where the most salient research related to my research objectives is found, this paper seeks to answer these two research questions:

1. How do family members of students approach official memory as this is mediated to their children at school?
2. To what extent, how and why do family members convey their memories and knowledge about the past to their children?

Memory and narrative permeate this research as theoretical concepts for understanding how the past influences the memories and beliefs of people and how they remember the past, construct self-narratives, and mediate these to their youngsters.

In past decades, a big number of research (e.g., Hanington et al., 2012; Reupert & Maybery, 2016; Vrolijk et al., 2023; Yamamoto & Keogh, 2018; Yang & Williams, 2021) related to both maternal and paternal depressive symptoms have been applied to examine their associations with not only child factors (child behavior, child development, child wellbeing etc.,) but also many other family functions (marital conflict, parenting practices, parenting self-efficacy etc.,). Likewise, child behavior, mainly behavior problems have been widely studied to broaden understanding of the related influence and interventions (Guajardo et al., 2009; Linville et al., 2010; Tømmerås et al., 2018). However, positive aspects, for example, to what extent child prosocial and parental wellbeing are associated with each other, have not gained enough attention (Gross et al., 2008; Putnick et al., 2018). Besides, there are rather a few studies examining the reciprocal associations between child behavior and parental wellbeing, compared with much previous unidirectional research (Davis & Qi, 2022); let alone extensive studies in investigating longitudinal effects between child behavior and both parents’ mental health systematically in the family context (Gross et al., 2008).

In previous literature, the family has been widely believed as a crucial context in promoting both children and parents’ inclusive wellbeing. Because factors of family members in the family context, such as child behavior, child development, child wellbeing, parental competence, and parental wellbeing etc., are intertwined with each other intensively. (Blair et al., 2014; Berryhill, 2016; Bodenmann et al., 2008; Farmer & Lee, 2011; MacKinnon et al., 2018; Turner et al., 1987). In particular, many family system theorists (Beavers & Hampson, 2000; Bowen, 1966; Bronfenbrenner, 1977, 1979; Cox & Paley, 1997,2003) suggested that the family should be studied as systems to better understanding family function like family members’ development, wellbeing, and relationships. Extending the previous literature, we examine longitudinal associations between parental depressive symptoms and child behavior at three timepoints across pre-school age (4 and 6 years old) to school age (9-years-old) including both maternal and paternal depressive symptoms and child behavior problems (both externalizing and internalizing behaviors) and adaptive skills. In addition, we add an important methodological advancement, the usage of RI-CLPM model which distinguish between- and within- person variances to provide accurate results and correct interpretation of the correlations across age.

The aims of the current study were twofold:
1. Are the development of child’s behavior (externalizing behavior, internalizing behavior and adaptive skills) and parental depressive symptoms associated at the between-person level? That is, do parents with higher depressive symptoms also have children with more behavior problems/less adaptive behavior and vice versa?

2. Do child’s behavior (externalizing behavior, internalizing behavior and adaptive skills) and parental depressive symptoms predict one another at the within-person level? That is, do increased parental depressive symptoms at the subsequent time point predict increased behavior problems/less adaptive behavior and vice versa?

Hopefully, our multi-group, multi-level, and multi-time spots models may provide a better understanding of family dynamics, contextual influences, and bring together researchers, practitioners, policymakers to discuss some broader implications of possible intervention and prevention at various levels to support both child and parental well-being.

Background

Early intervention and close cooperation with parents is crucial to prevent serious mental health problems in children with selective mutism (SM) (Omdal, 2008). Without any guidance from professionals with SM expertise, parents and professionals are potential risk factors for the child’s progress (Omdal, 2014). This paper considers the innovation process in a parent guidance group with nine SM families phasing-in an authoritative parenting style (Baumrind, 1991; Snyder et al., 2013; Wentzel, 2002) in interactions with their SM child.

Aim and conceptual framework

The SM child’s constant withdrawal from speech interferes with learning and social communication and gets more and more ingrained the longer it lasts (Omdal, 2007). Previous research suggests that SM parents tend to overprotect the SM child (Omdal, 2014; Omdal & Galloway, 2008). Thus, this group of children may have few coping experiences in the environment. We started a parent guidance group with nine families having a child with SM in 2017, holding six meetings where parents exchanged experiences and received guidance from the researcher. This study investigates the possibilities and challenges in parents’ implementation of an authoritative parenting style. Authoritative parents prevent over-dependency in interactions with their child (Baumrind, 1991; Snyder et al., 2013; Wentzel, 2002). Egan’s skilled-helper model (Egan, 2014) was used as a framework in the parent guidance. The model is organized in three steps: (1) the current picture; (2) the preferred picture; and (3) the way forward. Participants are encouraged to be active during the entire process of implementing goals, decisions, and actions towards a changed situation. Continuous evaluation throughout the process is necessary to reach valued outcomes. The study questions whether Egan’s skilled-helper model is adequate in phasing-in the principles of the innovation. Fullan (2016) emphasizes that a strong collective orientation strengthens participants’ motivation for change. Thus, an effective collaborative culture and common learning processes among parents and parents and teachers might increase capacity (Hargreaves et al., 2018; Leithwood, 2019).

Private tutoring for students in academic school subjects, known as shadow education (SE), is on the rise globally and in Europe (Bray, 2021). Recent evidence shows its growth even in countries where it was previously rare, such as Scandinavian countries (Cristensen & Zhang, 2021), and it is most prevalent in southern and eastern Europe. In post-socialist European countries, studies indicate significant parts of lower-secondary student cohorts have direct experience with private tutoring, exceeding 50% in Slovakia, Poland, Croatia, or Ukraine (Silova, 2010). In the Czech Republic, the focus of this study, 47% of lower-secondary students indicated taking private lessons or courses during their studies (Šťastný, 2023). These figures indicate that shadow education is a major phenomenon in many European countries. Research on this phenomenon unveiled its potential negative implications for educational inequalities, as it poses a financial burden to families, and pointed to corruption risks and unethical practices when provided by teachers to their own students (Bray, 2021).

Drivers of the demand for shadow education include factors related to pupils, parents, schools, education policy, and/or society. Parents, who typically pay for the service, play a crucial role in the decision to arrange private tutoring (Kazimzade & Jokić, 2013). An important parent-related factor is their (dis)satisfaction with schooling and the perceived quality of school instruction. For example, Bregvadze’s (2012) study of Georgian parents found that lower perceived quality of mainstream education was related to a higher probability of procuring private tutoring for their children. However, in China, Liu and Bray (2017, p. 214) found no correlation between satisfaction about schoolteacher and the use of private tutoring. Liu and Bray concluded that “without deeper understanding of teacher’s behaviour and students’ and/or parents’ decision-making processes about seeking tutoring, the relationship between students’ satisfaction with school teacher and the demand for tutoring is difficult to identify” and suggested that it “remains a question for further study, especially through qualitative research.” A study from the Czech Republic found that the worse students perceive the school quality of instruction in Mathematics or national language, the more likely they are to take private tutoring, but there is no such association in English (Šťastný & Chvál, 2023).

The quantitative data could not satisfactorily explain the identified relationship, therefore, the present study addresses this research gap and aims to scrutinize the relationship between shadow education and parental (dis)satisfaction with schooling leading to their decision to buy shadow education. The overall aim of the study is to identify different roles shadow education plays in parental responses to dissatisfaction with schooling. Two research questions guide the study:

RQ1: What are the reasons for parental dissatisfaction leading them to employ private tutoring for their child?

RQ2: What roles does private tutoring play for parents who voice concerns, wish to exit, or remain loyal despite their dissatisfaction with their child's schooling?

The study adopts Hirschmann’s (1970) theory of Exit, Voice, and Loyalty that explains individual and collective responses to dissatisfaction within an organization or system. Exit refers to individuals leaving the organization or system in response to dissatisfaction, seeking alternatives elsewhere (school choice and transferring the child to another school). Voice involves expressing concerns, grievances, or suggestions to bring about positive change from within the organization (the child's school). Loyalty is the inclination of individuals to remain committed to the organization (the school) despite dissatisfaction, often in the hope that issues will be addressed over time. The study contributes to shadow education literature by offering a nuanced view of how parents who are dissatisfied with the school education employ shadow education in situations when they choose to exit, voice or remain loyal.

Children are socially perceived with need of protection and support (UNICEF, 2022). Parents as reference figures try to provide them with opportunities and resources to develop their full personal potential. However, their parenting role is conditioned by many factors, as parenting competences. According to Masten & Curtis (2000), these competences can be understood as skills, abilities and attitudes to educate their children according to their needs and developmental stage, as well as family circumstances. Parenting competences make it easier for adults to organize family life, develop positive educational styles and promote the full development of their children (Ponzetti, 2016).

However, performing the parenting role may generate some extend of uncertainty amongst parents (Martínez-González et al, 2016), as evidenced when they look for advice to school or social services and other entities. In this way, the Council of Europe Recommendation 2006/19 on policies to promote positive parenting in Europe suggest that European Union states support parents for upbringing and educating their children. Álvarez et al. (2020) analyze how positive parenting is linked to the attachment theory, parental parenting practices of self-regulation, sense of parental competence, family stress and social support, all of these being key factors for parenting and socialization during childhood. These are key issues to promote positive family relationships through assertive communication, coherent norms and limits to children's behavior, positive strategies for conflict resolution, thus avoiding any kind of violence and children maltreatment. These skills should be expected in both parents to be put into practice since the early childhood developmental stage of their children.

Previous theoretical and empirical studies show that mothers are traditionally more involved in the upbringing and education of their children (Nunes & Ayala-Nunes, 2017). Research conducted by Martínez-González et al. (2021) indicate that mothers tend to show greater communication competence than fathers when interacting with children and in fostering their self-esteem. On the other hand, the maternal sense of competence is an important predictor of mothers’ abilities to provide an adaptive, stimulating, and nurturing child-rearing environment (Locke & Prinz, 2002). This sense of parenting competence should be also expected on the part of the fathers as well (Petch & Halford, 2008). According to Schoppe-Sullivan et al., 2008), fathers’ sense of parenting competences is related with their involvement in children rearing practices. Fathers who perceive themselves as competent in their role are likely to be more effective in the care of their children (Gilmore & Cuskelly, 2008).

According to these ideas, this study focuses on analyzing emotional and social parenting competences of fathers with 6-12 years old children considering educational and contextual factors which could influence them. These competences being Self-regulation, Self-esteem, Communication and Non-imposition taking into account previous studies conducted by the authors (Martínez-González et al., 2021). The specific research questions addressed were: Does the fathers' educational level influence their parenting skills, and do these skills differ according to their children's school level and the family rural or urban background?

In the 21st century, knowing a foreign language is almost essential requirement, because we need to use it in countless places in our everyday lives. The National Curriculum stipulates that pupils learn a foreign language(s) from the fourth grade of primary school, but many pupils also learn a foreign language earlier (even in a specialised course). Pupils must have a school-leaving certificate in one of the languages, and in higher education a state-accredited language examination is required for graduation (Sominé 2011, Kovács-Czachesz 2021).

As of 2015, kindergarten education is compulsory for children between the ages of three and six/seven in Hungary (Act CXC of 2011 on National Public Education). All kindergartens must have their own or adapted pedagogical programme, with the main focus on Hungarian culture and traditions, and mother tongue education. (Kovács& Czachesz 2021).

It has become extremely important for parents to ensure that their children receive the best from pre-school onwards, so there is also a big struggle to get into the best institution. Education plays a crucial role in the acquisition of cultural goods, and parents are well aware of this. Parents have become more aware and more determined to meet children's needs as best as possible. A study by Golnhofer and Szabolcs (2005) shows that children's schooling is taking place earlier and earlier as the years go by (Golnhofer& Szabolcs 2005).

Choosing kindergarten is an important issue for parents, because the proper development of their child is the most essential thing for them. That is why they want to opt for a kindergarten that is suitable to give their child the best, but in smaller settlements parents do not have much choice (Fűrész-Mayernik, 2018, Teszenyi & Hevey, 2015, Kampichler, 2018).In the European Union, the importance of quality pre-primary education has been a priority for years, as it is essential to ensure that children start school well prepared. Not only has more emphasis been placed on quality pre-school education, but also on introducing children to a foreign language at this stage of life (United Nations 2015). In a study by Kovács and Czachesz, researchers show that early foreign language learning has become more important in OECD countries over the years. According to a 2011 survey, 5% of these countries put more emphasis on the 'development' of a foreign language in pre-school, but four years later, in 2015, this figure had risen to 40% (OECD 2017). Early childhood is a crucial period in a child's life, as half of cognitive development is completed by the age of four, another 30% between four and eight and a fifth between eight and 17 (Poyraz& Dere, 2001, Heckman 2011).

The quality and quantity of stimuli in early life is also essential, and it is therefore more likely that early childhood is a critical period (Yilmaz et al. 2022). Views on early language acquisition vary widely, so it is not possible to state unequivocally whether early language learning has a positive or negative effect on the child (Vildomec, 1963, Babinszky 1983, Navracsics 1999, Bialystok & Poarch 2014)

In our research, we want to explore the factors that help parents decide which kindergarten to choose for their children. Based on our literature review, we formulate the hypotheses we want to test in this research.

1. Urban parents are more careful in choosing a nursery school for their child, taking into account a number of factors.

2. Parents with a higher level of education are more likely to choose a foreign language activity/foreign language kindergarten for their child.

3. Family and friends' opinions are a determining factor in the choice of nursery school.

The DIGItal innovative Strategies for PArental and Civic Engagement (DIGI-S.PA.C.E) was a three-year (August 2019-August 2022) Erasmus+ funded project involving partners in the United Kingdom (UK), Portugal, Italy and Lithuania. The project (Grant Agreement Number: 2019-1-UK01-KA201-061451) developed innovative ways to engage parents in the education life of their child/children with the general objectives of preventing early school leaving, social exclusion and poor learning outcomes through proactive parental engagement. Four Intellectual Outputs (IOs) were delivered by the partners as follows:

1. A training kit for school staff and Parent Support Advisors
2. A protocol for parental engagement
3. A training kit to enhance parenting skills
4. A DIGI-S.PA.C.E. App to facilitate teacher-parent communication

Research surrounding parental engagement, also referred to as parental involvement, parental participation and parent-teacher partnerships, has gained increased interest worldwide (e.g. Garvis et al. 2022; Phillipson and Garvis, 2019) and how best this activity can be nurtured to improve children’s educational outcomes. It is generally acknowledged that teacher-parent collaboration has a positive influence on children’s learning (Stroetinga et al., 2019). Fulltime teachers in the 2018 TALIS survey reported 2.9% of their time was spent communicating with parents and guardians and 36.3% of teachers considered addressing parent or guardians as a source of ‘quite a bit’ or ‘a lot’ of stress (European Commission/EACEA/Eurydice, 2021:143). Reasons contributing towards the lack of monitoring and strategy towards parental/carer participation includes a lack of clarity into how to conceptually define parental involvement and engagement. Goodall and Montgomery (2014) propose and develop a continuum between parental involvement with schools, at one end, and parental engagement with children’s learning at the other. Research undertaken by Harris and Goodall (2008) and Sime and Sheridan (2014) suggests parents’ engagement in their child’s education is significant in terms of their learning and levels of attainment. The debates are ongoing into what constitutes parental/carer participation and whether it is being undertaken to improve scholarly outcomes or a child’s overall experience of school life (Education Endowment Foundation, 2022). The experiences of staff and parents/carers involved in parent/carer co-creation participation initiatives is not so widely reported.

Using Goodall and Montgomery’s (2014) concepts of involvement as “the act of taking part in an activity or event, or situation” (ibid., p399) and engagement as “the feeling of being involved in a particular activity or a formal arrangement to meet someone or to do something, especially as part of your public duties” (ibid. p400), DIGI S.P.A.C.E piloted co-creation as a process to re-imagine how parents/carers, school staff and communities could work together to co-create both training, strategy and parental/ carer participation projects.

A Parent Support Advisor (PSA) was identified as part of the project (IO1) in each school/kindergarten to facilitate more effective engagement between parents, teachers, and the wider community. A training kit (IO3), designed by teacher participants, resulted in 9 training modules. The PSA and participating teachers were trained using 4 of the modules to facilitate further training in their respective schools/kindergartens.

Drawing upon the experiences of teachers and education professionals participating in the DIGI S.P.A.C.E Parental/ Carer Participation project, this presentation evaluates the value and impact of co-creating processes and training to support the development of effective parental/carer engagement in schools one year on after project completion.