Conference Agenda
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01. Professional Learning and Development
Paper Non-Formal Teacher Professional Development and Networking for Peacebuilding in Bosnia and Herzegovina Sophia University, Japan Presenting Author:Against the backdrop of the end of the Cold War and the rise of internal conflicts along ethnic, religious, and civilizational lines, UNESCO anticipated the increasingly pivotal role of teachers in sustaining peace. Its landmark 1996 report “Learning: the Treasure Within” emphasized teachers as agents of change in promoting understanding and tolerance in divided societies (Delors et al., 1996). In conflict-affected contexts, children’s recovery and resilience are fostered less through individualized interventions than through the sustained, relational presence of teachers embedded in everyday school life (Machel, 1996). A quarter-century later, UNESCO reaffirmed this vision by placing teachers at the center of a renewed social contract for education and emphasizing continuous professional learning (UNESCO, 2021). Responding to this normative agenda, this study examines the potential and limitations of non-formal teacher training for peace (NFTP) through a case study of an in-service program implemented by a local civil society organization (CSO) in a divided, post-conflict society. While teachers are increasingly expected to contribute to peacebuilding in line with SDG 4, which stresses inclusiveness and equity, formal education systems in conflict-affected contexts often remain politically constrained, institutionally fragmented, and resistant to transformative pedagogies. In such settings, non-formal professional development may offer alternative spaces for reflection, agency, and peace-oriented practice. The research site is Bosnia and Herzegovina (BiH), a country shaped by violent inter-group conflict in the 1990s and governed through a decentralized political structure that entrenches ethno-national power sharing. This settlement is mirrored in fragmented education systems characterized by segregated schooling, parallel curricula, and competing historical narratives. Leaders of the Muslim, Orthodox Christian, and Catholic communities continue to influence education in ways that undermine social cohesion (Kolouh-Westin, 2004; Kreso, 2008; Soldo et al., 2017; Komatsu, 2023). History education remains particularly contested: recent textbook analyses show that each community’s narratives differ in emphasis but share patterns of self-glorification, denigration of others, and self-victimization (Kovač, 2025). While textbooks reflect ethnocentric perspectives, teachers occupy a mediating position within classrooms. Research suggests that, when supported by adequate training and professional autonomy, teachers can soften divisive narratives and create spaces for dialogue (Kovač, 2025). At the same time, teachers’ own war-related experiences, unresolved trauma, and political constraints shape what is pedagogically possible (Emkić, 2023). Limited expectations for systemic reform underscore the importance of grassroots initiatives as spaces that sustain innovation and hope (Wansink, Dujković Blagojević, & Forić Plasto, 2025). Within this context, NFTP has gained prominence as a flexible and context-responsive mechanism for professional learning. CSO-led programs enable critical reflection on identity, power, and historical grievance—issues often marginalized within formal curricula (Bush & Saltarelli, 2000; Bajaj, 2011). Conceptualized as mid-level peacebuilding actors, CSOs can facilitate cross-ethnic collaboration and bridge institutional and grassroots spaces (Lederach, 1997). However, empirical research remains limited regarding how teachers experience NFTP and translate it into formal school practice in politically contested environments. This shortage of evidence makes its potential difficult to assess. This study addresses this gap through a narrative inquiry of an in-service NFTP program in BiH, focusing on teachers as active agents rather than passive policy implementers. The study addresses the following three research questions: (1) What motivates teachers to participate in NFTP? The findings have broader implications for conflict-affected societies where education is heavily politicized and alternative modes of teacher professional development are needed to advance peacebuilding. Methodology, Methods, Research Instruments or Sources Used This study adopts a qualitative case study design to explore the impact of NFTP in post-conflict BiH. The research site was Sarajevo, the capital city, which has historically functioned as a multicultural urban center and continues to host a range of civil society initiatives aimed at promoting inter-group dialogue and social cohesion. Data were collected through in-depth, semi-structured individual interviews with 10 schoolteachers who had participated in an NFTP program implemented by a local NGO. Participants were drawn from diverse ethnic communities, school locations and types, and subject areas, including teachers of social sciences and religious education. Interviews were conducted in English with the help of a local informant either onsite or online for those residing in other regions during the summer of 2023. The program was designed to strengthen teachers’ capacity to foster students’ critical citizenship competencies for peace. Its curriculum was explicitly aligned with Matthew Lipman’s educational framework, emphasizing “4C,” namely critical thinking, creativity, collaboration, and caring (Lipman, 2003). The program also incorporated dialogical learning, experiential activities, and opportunities for intercultural exchange among teachers from different ethno-national backgrounds. Data analysis followed a thematic coding approach guided by research questions and Lipman’s four pedagogical dimensions. Transcriptions were aided by an automated transcription tool (Notta) and unclear segments were checked manually by the researcher. An iterative coding process was used to identify patterns related to teacher agency, pedagogical transformation, intercultural learning, perceived risks, and institutional constraints. Analytical procedures drew on established qualitative research design principles to enhance interpretive rigor and conceptual coherence. Conclusions, Expected Outcomes or Findings The findings indicate that participating teachers highly valued the opportunity of professional development in a non-formal space and demonstrated curiosity, a willingness to take pedagogical risks, and a sense of mission to revive the more harmonious society BiH experienced before the war. Many participants described themselves as educational “mavericks” operating at the margins of formal institutional expectations. They perceived their professional role as instrumental in reshaping students’ perspectives on society and in challenging dominant ethno-national narratives. They found a space in and out of formal school curricula to implement learning activities inspired by the program. For example, one teacher organized an inter-entity panel discussion with religious scholars from different backgrounds and assigned students active roles as moderators and hosts so they experienced dialogue as lived civic practice. Others replaced textbook-driven recitation with visual prompts, small-group dialogue, and multiperspective discussion to address sensitive topics more safely. There are cases reported, albeit not many, that formal schools adjusted or reformed their curricula in accordance with the components of the program (for example, in Sarajevo Canton). Participants emphasized that NFTP functioned as essential moral and professional support in a politicized and risk-sensitive school environment. The program gave them legitimacy and confidence to use nontraditional, dialogical, and intercultural methods that might otherwise attract criticism. Equally important was the nationwide network of like-minded teachers built through the program. Cross-ethnic peer exchange and continued post-training contact fostered trust and professional solidarity across regions. Overall, the findings suggest that NFTP can catalyze pedagogical transformation within formal education systems, even in highly divided societies. By strengthening teacher agency, intercultural competence, and critical pedagogical capacity, such programs support everyday peacebuilding. Some participants shared practices with colleagues, creating multiplier effects. Long-term impact, however, depends on sustained support and systematic pathways linking non-formal innovation to formal education structures. References Bajaj, M. (2011). Education for peace: Global perspectives and approaches. Bloomsbury. Bush, K. D., & Saltarelli, D. (2000). The two faces of education in ethnic conflict: Towards a peacebuilding education for children. UNICEF Innocenti Research Centre. Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). Sage. Delors, J., Al Mufti, I., Amagi, I., Carneiro, R., Chung, F., Geremek, B., Gorham, W., Kornhauser, A., Manley, M., Padrón Quero, M., Savané, M. A., Singh, K., Stavenhagen, R., Suhr, M. W., & Zhou, N. (1996). Learning: The treasure within. UNESCO. Emkić, E. (2023). Teachers, memory, and post-war classroom realities in Bosnia and Herzegovina. In L. Kasumagić-Kafedžić & S. Clarke-Habibi (Eds.), Peace pedagogies in Bosnia and Herzegovina. Springer. Harber, C. (2019). Schooling for peaceful development in post-conflict societies: Education for transformation? Springer. Kolouh-Westin, L. (2004). Education and democracy in Bosnia and Herzegovina. Education in Transitional States, 24, 495-509. Komatsu, T. (2017). Education and peacebuilding. In Oxford research encyclopedia of education. Oxford University Press. Komatsu, T. (2023). Education and social cohesion in a post-conflict and divided nation: Bosnia and Herzegovina. Springer. Kovač, V. B. (2025). “Us” vs. “Them”: A systematic analysis of history textbooks in post-war Bosnia and Herzegovina across three ethnic educational programmes. Journal of Curriculum Studies, 57(3), 271–286. Kreso, A. (2008). The war and post-war impact on the educational system of Bosnia and Herzegovina. International Review of Education, 54(3–4), 353–374. Lederach, J. P. (1997). Building peace: Sustainable reconciliation in divided societies. United States Institute of Peace Press. Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge University Press. Machel, G. (1996). Impact of armed conflict on children. United Nations. Soldo, A., Hodžić, E., & Šušnica, S. (2017). Education in Bosnia and Herzegovina: What do we (not) teach children? Promente. UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO. Wansink, B.G.J., Dujković Blagojević, B & Forić Plasto, M. (2025). Thirty Years After the Srebrenica Genocide: Reflections on History Education in Bosnia and Herzegovina. EuroClio 01. Professional Learning and Development
Paper CPD for Inclusive Education: Beyond Changing Practices, Towards (New) Ways of Being a Teacher 1: University of Porto, Faculty of Psychology and Education Sciences, Portugal; 2: UFRRJ-CEDERJ; 3: Instituto Incluir; 4: UNIRIO Presenting Author:Continuing professional development (CPD) has been positioned internationally as a central policy instrument for reshaping teachers’ practices and professional responsibilities, particularly in relation to inclusive education. Within European and international policy agendas on continuing professional development, teachers are increasingly positioned as key agents responsible for responding to learner diversity across different areas of schooling, including physical education and school sport. At the same time, research has consistently highlighted tensions between inclusive policy discourses and the concrete organisation of pedagogical practices, especially in contexts where selection, performance, and hierarchical understandings of bodies continue to structure educational experiences. Situated within these international debates, this paper examines how teachers make sense of continuing professional development for inclusive education, and how learning to respond to inclusion mandates is interpreted and mobilised within their professional trajectories. Rather than approaching CPD as a technical mechanism for the transfer of knowledge or skills, the study conceptualises professional learning as a situated, interpretive and contested process through which teachers negotiate what it means to enact inclusive education in practice. From this perspective, professional learning is closely connected to identity work, professional agency and decision-making within specific institutional and cultural conditions. Empirically, the paper draws on an ongoing qualitative study based on teachers’ accounts following their participation in two continuing professional development courses focused on inclusive education and sport. These courses were developed within a collaborative and transnational educational initiative, involving partnerships between higher education institutions and professional organisations with recognised expertise in inclusive education and adapted sport. The courses aimed to deepen participants’ understanding of legal and pedagogical frameworks for inclusive education, to explore different approaches to adapted sport, and to analyse situations involving the participation of learners with and without disabilities across educational and community contexts. Drawing on preliminary analyses of interview data, the findings indicate that teachers do not describe CPD for inclusive education in terms of linear impacts or straightforward professional improvement. Instead, they emphasise processes of reflection, questioning and reconfiguration of professional understandings, often marked by tensions between inclusive principles promoted through CPD and teachers’ attempts to translate these principles into professional practices, identities and decision-making within constrained institutional contexts. Participants also highlight enduring dilemmas related to the organisation of school sport, the persistence of selective practices and the perceived limits of individual professional action. By foregrounding teachers’ voices, the paper discusses how continuing professional development for inclusive education becomes embedded in professional trajectories and identity work, shaping how teachers understand their roles, responsibilities and possibilities for action as inclusive professionals. In doing so, the study contributes to European and international dialogues on professional learning and development by critically problematising CPD as a policy instrument through which teachers are expected to learn how to become inclusive professionals. Methodology, Methods, Research Instruments or Sources Used This study adopts a qualitative and interpretive research design, grounded in the assumption that professional learning cannot be understood independently of the meanings that teachers attribute to their experiences, the contexts in which they work and the professional trajectories they construct over time. The methodological approach is therefore oriented towards exploring teachers’ perspectives on continuing professional development for inclusive education. Rather than evaluating the effectiveness or impact of continuing professional development (CPD), the study seeks to explore how teachers make sense of CPD for inclusive education and how such learning is mobilised in their professional practices, identities and decision-making. Empirical data are being generated through twelve semi-structured interviews with teachers and other educational professionals, working in educational and sporting contexts, who participated in two continuing professional development courses focused on inclusive education and sport. The courses were developed within a collaborative and transnational educational initiative and were designed to engage participants with legal and pedagogical frameworks for inclusive education. Interview guides were organised around four main dimensions: (i) experiences of the training process and its content; (ii) relationships with trainers and peers; (iii) professional expectations and future perspectives; and (iv) professional practices in relation to inclusion and sport. This structure was designed to capture both individual learning processes and the relational, institutional and contextual dimensions shaping professional learning for inclusive education. This narrative-oriented approach allows for an in-depth exploration of professional learning as a situated and contested process. Ethical principles of informed consent, confidentiality and voluntary participation guide all stages of the research. Data analysis is ongoing and follows a thematic and interpretive strategy. Interview transcripts are being analysed through iterative cycles of coding, combining inductive attention to participants’ accounts with sensitising concepts drawn from critical perspectives on professional learning, teacher identity and inclusive education. This process aims to identify recurring themes, tensions and patterns across participants’ narratives, while remaining attentive to divergences and contextual specificities. Categories are developed iteratively from the empirical material, allowing patterns, tensions and meanings to emerge from participants’ accounts while remaining theoretically sensitised to issues of professional learning, identity and inclusive education. To enhance analytical rigour and reflexivity, the analysis process includes collaborative discussions among the researchers, through which emerging categories and interpretations are jointly examined and refined. This collective analytical work supports the critical examination of analytical decisions and contributes to the consistency and trustworthiness of the analysis. Conclusions, Expected Outcomes or Findings This study contributes to current debates on professional learning and development by offering a critical and interpretive perspective on teachers’ continuing professional development for inclusive education (IE). By foregrounding teachers’ voices and experiences, the paper shifts attention away from instrumental and outcome-oriented understandings of CPD and towards an analysis of how professional learning is experienced, interpreted and negotiated within professional trajectories and institutional contexts. The paper highlights the importance of understanding CPD for IE as a process through which teachers engage with inclusion as a professional mandate rather than as a set of technical solutions. Preliminary analyses suggest that CPD for IE tends to re-signify teachers’ professional identities and to expand their understanding of education, sport and inclusion as inseparable dimensions of their professional practice. Professional learning emerges not only as a space for acquiring knowledge but also for rethinking what it means to act as an inclusive professional. The study also points to persistent tensions between inclusive principles promoted through continuing professional development and the organisational, cultural and structural conditions that shape everyday professional practice. These tensions are particularly salient in contexts such as school sport, where practices of selection, performance and hierarchy remain deeply embedded and often limit teachers’ possibilities for enacting inclusive approaches. Such tensions are described by participants as affecting not only their practices, but also their sense of professional agency and responsibility. Conceptually, the study reinforces the relevance of approaching professional learning as a situated and contested process, closely linked to identity work and decision-making. By critically problematising CPD as a policy instrument for IE, it underscores the need to attend to teachers’ sense-making processes, professional dilemmas and contextual constraints. It contributes to European and international discussions on how professional learning opportunities can support teachers in critically engaging with the demands of IE. References Ainscow, M. (2005). Developing inclusive education systems: What are the levers for change? Journal of Educational Change, 6(2), 109–124. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. Day, C., & Sachs, J. (Eds.). (2004). International handbook on the continuing professional development of teachers. Maidenhead: Open University Press. Florian, L. (2014). Reimagining special education: Why new approaches are needed. Journal of Research in Special Educational Needs, 14(3), 163–169. Florian, L., & Spratt, J. (2013). Enacting inclusion through professional learning. Teaching and Teacher Education, 29, 28–38. Kelchtermans, G. (2009). Who I am in how I teach is the message: Self‐understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257–272. Lietz, C., & Zayas, L. (2010). Evaluating Qualitative Research for Social Work Practitioners. Advances in social work, 11, 188-202. https://doi.org/10.18060/589. Lofthouse, R., & Hall, E. (2019). Developing practices in teachers’ professional learning. Professional Development in Education, 45(4), 555–571. Mayring, P. (2014). Qualitative content analysis: Theoretical foundation, basic procedures and software solution. Klagenfurt: Beltz. Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. Sachs, J. (2016). Teacher professionalism: Why are we still talking about it? Teachers and Teaching, 22(4), 413–425. Waitoller, F. R., & Artiles, A. J. (2016). A decade of professional development research for inclusive education: A critical review and notes for a research program. Review of Educational Research, 86(3), 767–819. 01. Professional Learning and Development
Paper Multiple Stakeholders, Shared Responsibility: Understanding the Professional Needs of Teachers, Counselors, and School Leaders in Culturally Relevant Immigrant and Refugee Education 1: TED University, Turkey (Türkiye); 2: Middle East Technical University, Turkey (Türkiye); 3: Kirikkale University, Turkey (Türkiye) Presenting Author:Globally, there were about 281 million migrants in the world as of 2020 (McAuliffe & Oucho, 2024). Specifically, by mid-2025, more than 117 million individuals have been forcibly displaced, including 36.4 million refugees, 73.5 million internally displaced people, 8.4 million asylum seekers, and 6.1 million people needing international protection. At the end of 2024, nearly 49 million of the forcibly displaced people were children (UNHCR, 2025a). As refugees and other people seeking international protection mainly originate from Afghanistan, Syria, Venezuela, Ukraine, and South Sudan, hosting mass influxes has been one of the most enduring poly-crises, particularly in Europe, with approximately 13.2 million refugees, including 6.2 million from Ukraine (UNHCR, 2025a). Türkiye hosts 3.9 million foreign nationals (IOM, 2025) and is currently one of the largest refugee-hosting countries, with 3.2 million Syrians under temporary protection and 222,000 people of concern from Iraq, Afghanistan, Iran, Ukraine, and other countries (UNHCR, 2025c). It particularly hosts over 1.6 million Syrian children and 186,000 children of refugees and asylum seekers from other countries (UNICEF, 2019). By January 2023, the number of Syrian students enrolled in formal education reached 997,243 (UNHCR, 2025d). Particularly, 387,037 children of foreign nationals are enrolled in primary schools, including 361,777 under international protection (Ministry of National Education, 2022). Globally, UNHCR (2025b) reports that 67 percent of refugee children enrolled in school are in primary education. Consequently, these dramatic numbers have posed considerable challenges and a pressing need for teachers and teacher education both nationally (e.g., Author et al., 2021, 2024, 2025; Celik et al., 2023, 2025; Karsli-Calamak & Kilinc, 2021; Kotluk & Aydin, 2021) and internationally, particularly across Europe (e.g., Borsh et al., 2023; Herzog-Punzenberger et al., 2023; Koukoulidis et al., 2024; Matthews, 2021; Tsiaousi & Chiou, 2024), to immediately respond to the changing demographics of schools and educational needs of all children effectively. Given the United Nations’ (2025) Sustainable Development Goal #4, to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” and major international policy documents such as UNHCR’s (2019) “Education 2030: A Strategy for Refugee Education”, European Commission’s (2020) Integration Action Plan (2021–2027), and conclusions of the Council of the European Union (2020) on European teachers, educators must urgently learn to respond to the needs of ethnically, linguistically, socially, and culturally diverse students in their classes/schools holistically, especially those from immigrant and refugee backgrounds. To that end, we argue for a shift in how we prepare and support educators and assert that culturally relevant education must be a central focus in teacher education and teachers’ ongoing professional development. As scholars in the fields of culturally relevant-responsive-sustaining education, teacher professional development, and immigrant and refugee education have operated in separate silos, we situate our work in Ladson-Billings’ culturally relevant pedagogy (CRP) to address this gap and ultimately support educators who can holistically meet immigrant and refugee students’ educational needs in Europe and beyond by providing three student outcomes: (1) academic success, (2) cultural competence, and (3) socio-political awareness (Ladson-Billings, 1995a, 1995b, 2009, 2014, 2021). Using a much-needed multi-stakeholder, interdisciplinary, dialogic, and collaborative approach (ECER, 2026), our study employs CRP as a lens and aims to explore the professional needs of teachers, counselors, and administrators/school leaders working with immigrant and refugee students in primary schools, alongside the supports for and barriers to their practices, towards a culturally relevant, schoolwide culture. Specifically, we ask the following questions: 1) Utilizing CRP as a theoretical lens, how do primary school teachers, counselors, and administrators describe their professional needs in their work with immigrant and refugee children? 2) What supports/barriers do they experience in educating immigrant and refugee children? Methodology, Methods, Research Instruments or Sources Used This study was conducted as part of a larger project that aimed at developing a culturally relevant professional development (PD) program for educators working with immigrant and refugee students in Ankara, Türkiye, which is among the top provinces with the highest gross enrolment rate of Syrian refugee students in formal education (UNICEF, 2019). Designed as a case study (Yin, 2014), our project sought to create a transformative and dialogic space for a purposeful sample of 60 primary school teachers, 30 counselors, and 30 administrators to work collaboratively and have critical conversations about immigrant and refugee students towards the collective goals of establishing a culturally relevant school culture and addressing educational inequities affecting these children. Through criterion sampling, participants were selected from primary schools hosting immigrant and refugee children. Besides, maximum variation sampling allowed for a variation regarding participants’ school districts, grade levels, number of immigrant and refugee students in their classrooms/schools, all providing richness into uncovering their professional needs. We used pre- and post-focus group interviews, video-recorded observations of PD sessions and field notes, classroom and school observations, collection of artifacts throughout sessions, participants’ reflections of activities and evaluative feedback, collaborative unstructured discussions among the research team and their reflective memos after PD sessions to provide an in-depth examination of the case (the PD program) through multiple data sources (Yin, 2014). In total, 9 PD sessions were developed and facilitated by the research team, each lasting around 4 hours. To develop a research-informed, needs-based, culturally relevant PD program for educators, we first explored the professional needs of teachers, counselors, and administrators for educating immigrant and refugee children, the focus of this study, through the lens of CRP. To that end, we conducted 17 focus groups in total, each comprising 4–10 educators and formed homogeneously within the professional groups: nine with teachers, four with counselors, and four with school administrators. Developing three semi-structured, parallel interview schedules, the interviews included both demographical and open-ended questions. A pilot study of one focus group interview with each group was conducted face-to-face, and the main interviews were done over Zoom to accommodate participants’ varying teaching schedules. The interviews lasted approximately one hour, were audio-recorded, and transcribed verbatim. Currently, the data have been analyzed inductively and deductively using the content analysis method (Bogdan & Biklen, 2007; Creswell, 2013). To establish trustworthiness (Marshall & Rossman, 2011), we used several strategies, which will be presented further. Conclusions, Expected Outcomes or Findings Preliminary findings, first, revealed that our participants needed to build knowledge and strategies to develop a sense of school belongingness among immigrant/refugee children, culturally relevant classroom management strategies and instructional/assessment methods, and alternative ways to foster parent involvement to support children’s academic success. Second, regarding cultural competence, educators’ professional needs emerged as building intercultural communication skills, cultivating empathy among non-immigrant students and their parents towards immigrants/refugees through different strategies (e.g., children’s literature, arts, play), learning how to resolve conflict constructively, responding to bullying at schools, and bridging home-school cultural disparities. Moreover, all groups reported on how to approach immigrant/refugee children’s experiences of trauma, loss, and stress, and building resilience, which were more challenging with diverse intersectional backgrounds (e.g., socio-economic status, gender, special needs). Participants often expressed frustration and professional dissatisfaction about educating immigrant/refugee students. Through the third, socio-political awareness tenet of the CRP, such feelings were often coupled with participants’ criticisms of vague legal, institutional, and national policies and regulations concerning immigrant/refugee children’s education, negative representations of immigrants/refugees in public through mass media, centralized structure and rigid control of K-12 education by the MoNE with limited authority given to administrators for school-level decisions, under-representation of immigrant/refugee populations in curricula and textbooks, and lack of financial/material supports to schools, all resulting in feelings of loneliness and isolation and hindering access to quality education in culturally diverse classrooms. In an era of financial crises, wars, increased nationalism, unpredictability, and immigration in the European region and beyond, participating at multi-stakeholder educational projects at national and/or international levels, strong partnerships between schools, universities, and governmental/non-governmental organizations within and across countries to put collective efforts on immigrant/refugee education were stated among the meaningful opportunities for educators’ professional growth, indicating critical hope and calling for more solidarity and collaboration among stakeholders as a community of learners. References Selected References Bogdan, R. C., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theory and methods (5th ed.). Pearson Education. Borsch, A. S., Verelst, A., Jervelund, S. S., Derluyn, I., & Skovdal, M. (2023). Dilemmas of ‘doing good’: How teachers respond to the care needs of newly arrived refugee and immigrant adolescents in Denmark. Pastoral Care in Education, 42(1), 81–99. https://doi.org/10.1080/02643944.2023.221491 Celik, S., Kardaş İşler, N., & Saka, D. (2023). Refugee education in Turkey: Barriers and suggested solutions. Pedagogy, Culture & Society, 31(4), 687-705. https://doi.org/10.1080/14681366.2021.1947878 Council of the European Union. (2020). Council conclusions on European teachers and trainers for the future. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=uriserv:OJ.C_.2020.193.01.0011.01.ENG European Commission. (2020). Action plan on integration and inclusion 2021-2027. https://ec.europa.eu/commission/presscorner/detail/en/qanda_20_2179 IOM (International Organization for Migration). (2025). Türkiye — Migrant presence monitoring quarterly report Q2 (Apr-Jun 2025). https://dtm.iom.int/reports/turkiye-migrant-presence-monitoring-quarterly-report-q2-apr-jun-2025-0 Kotluk, N., & Aydin, H. (2021). Culturally relevant/sustaining pedagogy in a diverse urban classroom: Challenges of pedagogy for Syrian refugee youths and teachers in Turkey. British Educational Research Journal, 47(4), 900–921. https://doi.org/10.1002/berj.3700 Koukoulidis, N. M., Kotluk, N., & Brown, J. C. (2024). The status of culturally relevant teacher education in the European context: A systematic review of research. Review of Education, 12, e70002. https://doi.org/10.1002/rev3.70002 Ladson-Billings, G. (1995a). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165. https://doi.org/10.1080/00405849509543675 Ladson-Billings, G. (1995b). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. https://doi.org/10.3102/00028312032003465 Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children (2nd ed.). San Francisco, CA: John Wiley & Sons. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751 Matthews, J. (2021). Maligned mobilities, absences and emergencies: Refugee education in Australia. International Journal of Inclusive Education, 25(6), 720–734. https://doi.org/10.1080/13603116.2019.1569168 McAuliffe, M., & Oucho, L. A. (2024). World migration report 2024. International Organization for Migration (IOM). https://publications.iom.int/books/world-migration-report-2024 UNHCR (UN Refugee Agency). (2025b). Refugee statistics. https://www.unrefugees.org/refugee-facts/statistics/ UNHCR (UN Refugee Agency). (2025c). Türkiye - Annual overview – 2025. https://data.unhcr.org/en/documents/details/120539 UNHCR (UN Refugee Agency). (2025d). Türkiye: Education sector dashboard - national - November 2025. https://data.unhcr.org/en/documents/details/120277 UNICEF (United Nations International Children’s Emergency Fund). (2019). Education of children under temporary protection in Turkey: Statistical report. https://www.unicef.org/turkiye/en/reports/education-children-under-temporary-protection-turkey-statistical-report United Nations. (2025). The sustainable development goals report 2025. https://unstats.un.org/sdgs/report/2025 Yin, R. K. (2014). Case study research: Design and methods (5th ed.). The USA: Sage Publications, Inc. | ||