Conference Agenda
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Please note that all times are shown in the time zone of the conference. The current conference time is: 19th Aug 2026, 21:30:13 EET
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20 SES 14 A: Youth, Migration and Belonging
Paper Session
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20. Research in Innovative Intercultural Learning Environments
Paper Welcome, but not too Much. Refugees and Tertiary Education: a Relationship to be Developed University of Turin, Italy Presenting Author:In recent years, international migration has presented new and complex challenges for the university system, which has been required to respond promptly and sensitively to the needs of asylum seekers and refugees. Access to university enrolment is only the first step in a much more complex process, involving not only the acquisition of academic skills but also the creation of welcoming, equitable, and inclusive environments capable of supporting the full social and cultural integration of these students (Dryden-Peterson 2016; Unesco 2020). In this context, universities are increasingly becoming key actors in promoting human rights, valuing diversity, and building more just and cohesive societies, offering opportunities for personal and professional growth to those forced to leave their countries of origin (Unesco 2019; EUA 2019). Through targeted projects and effective reception practices, academic institutions are helping to transform the challenges associated with migration into opportunities for mutual enrichment and sustainable development for the entire community (Crul, Schneider, Lelie, 2013; Bloch & Hirsch 2017). In the Italian context, due to various migratory flows, universities have had to address the challenges posed by asylum seekers, refugees, and those who arrived in Italy through specific resettlement programs (e.g., Afghans, Syrians, and Ukrainians). Indeed, the possibility of achieving good results in each educational path requires integration into society as a whole. Experiences gathered in several Italian universities highlight the extent to which welcoming, integrating, and supporting students from conflict areas, with different cultural and linguistic backgrounds, can occur when a network of stakeholders, both public and private, works together. Supporting these particular students helps universities to better understand the importance of developing networks with all institutions, NGOs, and ethnic and religious associations involved in supporting migrants in their inclusion pathways: refugees and, more generally, those who arrive in Italy with a student visa under UNHCR programs (e.g., UNICORE) without any local ties are at risk of dropping out and wasting potential human capital. Methodology, Methods, Research Instruments or Sources Used This paper will discuss the main practices collected by scrutinizing the activities carried out by the four Piedmont universities (the University of Turin, the University of Eastern Piedmont, the Polytechnic of Turin, and the University of Gastronomic Sciences). Thanks to both qualitative interviews and focus groups, the paper will analyze single-university projects and a joint program: indeed the 4 HE institutions have decided to work closely together from the dual perspectives of learning-by-sharing and learning-by-doing by setting up a project called PIU-AEI – Piedmont Equal and Inclusive Welcoming Universities (Piemonte Università Accoglienti Eguali ed Inclusive). Conclusions, Expected Outcomes or Findings The paper will analyze this unique experience stressing the role of the university as a key societal actor in promoting human rights values and global solidarity, sharing values as well as opportunities, ideas, and knowledge in response to the challenges posed by human mobility. Indeed, three main concepts emerge that need to be underlined, also in terms of practice transferability: Welcoming: the distinctive trait of universities, the people who live, study, and work in them, the territory, institutions, bodies, and associations; Equity: restoring to people – and particularly women – who come from dramatic histories and territories the opportunity for high-profile education; Inclusion: integrating the recipients of the project into a social fabric that enables them to feel like creators of their own future, "bridges" between their countries of origin and host communities, responsible for building "peaceful and inclusive societies for sustainable development". References Bloch, A., & Hirsch, S. (2017). Refugee Integration in Higher Education: Policy and Practice. Journal of Refugee Studies, 30(2), 275-296. Crul, M., Schneider, J., & Lelie, F. (2013). The Integration of Migrants in European Higher Education: Challenges and Strategies. IMISCOE Reports, Amsterdam University Press. European University Association (EUA) (2019). Refugees Welcome? Recognition of Qualifications Held by Refugees and Their Access to Higher Education in Europe. Bruxelles: EUA. Dryden-Peterson, S. (2016). Refugee Education: The Crossroads of Globalization. Educational Researcher, 45(9), 473-482. OECD (2022). Integration of Refugees: Policy approaches and practices in OECD countries. OECD Publishing. 20. Research in Innovative Intercultural Learning Environments
Paper Hearing the Voices of Youth: Navigating Multiculturalism and Inclusion in Global Higher Education yozgat bozok üniversitesi, Turkey (Türkiye) Presenting Author:In today’s increasingly globalized world, mobility has become more pronounced than ever before. People from different cultural, social, and economic backgrounds are traveling and relocating for education, work, or better opportunities. This surge in international movement has led to the rise of multicultural societies where various cultures coexist. Such diversity fosters a broader understanding and appreciation of different worldviews, contributing to a richer, more interconnected global community. Multiculturalism has thus become essential not only for economic and social development but also for the exchange of knowledge, ideas, and innovation. Universities stand at the heart of this dynamic, serving not merely as centers of academic learning but as critical laboratories where multiculturalism is lived and experienced daily. As hubs for global talent, they host students from diverse backgrounds, preparing a new generation to collaboratively tackle global challenges. This educational environment is essential for cultivating culturally responsible perspectives, where cross-cultural dialogue and fresh viewpoints, especially those of international students, are invaluable assets. Yet, as universities worldwide, including those in Turkey, grow more diverse, a pressing need arises to truly understand and support this international cohort. However, a persistent gap exists between such inclusive policy rhetoric and the on-the-ground reality for many young people, particularly international students who navigate complex academic and social landscapes. In Turkey, these students often encounter significant challenges, including language barriers in both daily life and academic settings, difficulties in social integration, and cultural adaptation. Academically, they may face skill-curriculum mismatches and lower achievement levels, while socially, they deal with communication gaps and feelings of exclusion, sometimes leading to self-segregation (Akgöz & Dağyar, 2023). Research indicates that language deficiencies are a key factor in dropout rates (Kılıç, & Gökçe, 2019). and while some achieve basic Turkish proficiency, many lack the advanced competence required for academic success (Spencer-Oatey, et al., 2017) This study, conducted within the framework of a European Union funded Horizon project, YOUROPE, employs the communicative methodology of research and action to bridge the gap between policy and lived experience by centering the voices of youth themselves. It align with The European Union’s Youth Strategy 2019-2027 which underscores that meaningful youth participation for sustainable societies. The study seeks to answer the core research question: "What are the primary academic and social challenges faced by international students in Turkey's higher education system?" By collaboratively examining these obstacles the research generates grounded, participant-driven insights. Understanding these perspectives is vital for developing effective, context-sensitive institutional strategies, such as enhanced literacy programs and structured peer-learning initiatives aimed at improving academic performance and well-being (Huda, et al. 2025). Ultimately, this European Union supported investigation contributes to fostering a genuinely inclusive academic climate, ensuring that universities not only host global diversity but actively empower all young people to participate fully in democratic and social life. Methodology, Methods, Research Instruments or Sources Used This research directly addresses the democratic and inclusion deficit in higher education by employing an innovative methodological framework: the Community Led Research and Action (CLRA). It is conducted as part of a wider European Union HORIZON project, with the Turkish university being one of the seven participating institutions implementing this methodology across Europe. Moving beyond traditional, extractive research models, CLRA fundamentally repositions young people—specifically international students in this context—from passive subjects of study to active co-researchers and knowledge creators. This approach is particularly focused on amplifying the perspectives of underrepresented youth, whose voices are often marginalized due to factors like migration status, class, or gender. CLRA treats their lived experiences as indispensable expertise, essential for diagnosing systemic challenges and co-constructing inclusive solutions, thereby aiming to rebuild democratic and academic practice from the ground up. The CLRA framework is grounded in seven core principles: Relational, Reciprocal, Restorative, Reparational, Reflexive, Responsive, and Regenerative. These principles guide the entire research process, transforming it into a lived, collaborative practice that continuously renews both the participants and the institutions they engage with. In this study, these principles materialized through a partnership with six international student researchers from diverse backgrounds who were integral to every stage of the inquiry concerning the challenges in Turkish higher education. Conclusions, Expected Outcomes or Findings This study yielded two significant sets of findings regarding the experiences of international students in Turkish higher education. First, it systematically identified the multifaceted challenges these students face, confirming that their experiences are shaped by a complex interplay of social and academic pressures. Socially, students contend with pronounced financial difficulties, experiences of social exclusion, and pervasive language barriers. Academically, they encounter instructor-related issues—such as unsupportive faculty attitudes—and course-related challenges, including rigid assessment systems and comprehension difficulties. These domains are deeply interconnected; for instance, financial strain and language barriers directly exacerbate academic stress, creating a cyclical dynamic that can hinder academic persistence and well-being. The findings align with existing literature on economic hardship and cultural integration, while specifically highlighting how the Turkish higher education context intensifies these universal challenges. Second, and equally important, the study validated the efficacy of the Communicative Led Research and Action (CLRA) in uncovering these lived realities. Moving beyond traditional interviews, the CLRA framework—through its principles of reciprocity and dialogue—facilitated a dynamic research process. The use of arts-based and participatory activities (e.g., collaborative mapping, digital storytelling) created a safe, engaging space that allowed participants to gradually open up and share deeper, more nuanced insights. This methodological approach did not merely extract information; it fostered a co-learning environment where international students, as co-researchers, articulated their experiences with greater authenticity and reflective depth. Consequently, the findings transcend a simple list of problems, revealing the emotional and relational dimensions of exclusion and adaptation. By centering student voices through CLRA, the study provides a more authentic and actionable foundation for policies aimed at fostering genuinely inclusive universities in Turkey and beyond. References Akgöz, A. A., & Dağyar, M. (2023). Yabancı Öğrencilerin Eğitimde Yaşadığı Sorunlara Yönelik Bir Meta Sentez Çalışması. Uluslararası Anadolu Sosyal Bilimler Dergisi, 7(2), 386-404. Huda, N., Alam, N., & Khan, M. L. (2025). Economic hardship, academic performance and psychological well-being among university students. Indus Journal of Social Sciences, 3(2), 851–867. Kılıç, V. A., & Gökçe, A. T. (2019). The Problems of Syrian Students in the Basic Education in Turkey. European Journal of Social Sciences Education and Research, 12 (1), 215- 227. Spencer-Oatey, H., Dauber, D., Jing, J. et al. Chinese students’ social integration into the university community: hearing the students’ voices. High Educ 74, 739–756 (2017). https://doi.org/10.1007/s10734-016-0074-0 20. Research in Innovative Intercultural Learning Environments
Paper Nordic Youth Culture and Values 1: University of Southern Denmark; 2: University of Akureyri; 3: University of Inland Norway; 4: University of Helsinki Presenting Author:The Nordic countries are frequently portrayed in cross-cultural value research as sharing a distinctive cultural profile characterised by egalitarianism, social trust, secular-rational orientations, and strong commitments to individual autonomy (Bréchon & Gonthier, 2017; Inglehart & Baker, 2000; Schwartz, 2006). While these value orientations are well documented among adult populations, considerably less is known about how contemporary Nordic youth understand, prioritise, and ascribe meaning to such values. This gap is significant, as value formation during adolescence is highly dynamic and shaped by generational conditions rather than reproducing adult cultural repertoires (Antoci, 2020; Inglehart & Baker, 2000). Today’s Nordic youth are coming of age in a context marked by global crises and uncertainty, including climate change, economic precarity, political polarization and instability, and the social disruptions following the COVID‑19 pandemic (Kutsar & Kurvet-Käosaar, 2021; Shah et al., 2021). This paper presents an exploratory mixed‑methods study of core values among Nordic youth, combining large‑scale survey data (N=1,982 students in grades 7–9) from five Nordic countries with longitudinal, in‑depth interviews with 25 young people. Drawing on Schwartz’s theory of cultural value orientations as a comparative backdrop (Schwartz, 1999; Schwartz, 2006), the study adopts a critical age‑cultural perspective that treats youth culture as a distinct meaning‑world rather than a derivative of adult norms (Christopher et al., 2014). Methodologically, the study utilises a value card interview approach—designed to elicit reflective and situated articulations of values—with reflexive interviewing techniques that foreground participants’ meaning‑making and researcher responsiveness. This design, combined with quantitative analyses of value co‑selection patterns, enables the analysis of both the prevalence of values and the meanings young people attach to them. Findings: Quantitative analyses identify family, friendship, health, freedom, and wellbeing as the most widely shared values across Nordic youth, alongside education, sport, love, happiness, wealth, and peace. Using multidimensional scaling, we demonstrate that these values cluster into four interconnected domains: cognitive–affective values (knowledge, education, wellbeing, happiness), socio‑emotional values (friendship, sport), socio‑material values (family, love, health), and personal prosperity values (freedom, peace, wealth). These domains appear across national contexts, suggesting a shared Nordic youth value landscape, while still allowing for meaningful internal variation. Qualitative analyses deepen this structure by illuminating how young people interpret these values in their everyday lives and future aspirations. Across countries, Nordic youth emphasise close relationships as sources of emotional security and belonging, echoing recent findings on post‑pandemic youth priorities (Shah et al., 2021; Ungdomsbarometern, 2024). Education is framed pragmatically as protection against vulnerability while also being associated with personal development, autonomy, and participation in society. Freedom and wealth are primarily understood instrumentally, valued for the opportunities they afford rather than as intrinsic goals, while peace is articulated both as a global ideal and as a condition for inner calm and relational stability. Overall, the study contributes a systematic mapping of contemporary Nordic youth values that foregrounds relationality, embodied wellbeing, and future‑oriented autonomy. Methodologically, it demonstrates the analytical potential of combining value card interviews with common space analysis to bridge quantitative patterns and qualitative meanings. Substantively, the findings suggest that Nordic youth values represent age‑specific reinterpretations of Nordic cultural ideals shaped by uncertainty, realism, and a strong commitment to social connectedness. Methodology, Methods, Research Instruments or Sources Used This study employs a mixed-methods design to explore both the prevalence of shared values among Nordic youth and the meanings young people ascribe to these values. Design and sample Qualitative data derive from longitudinal, in-depth interviews with 25 young people—five from each Nordic country—conducted over three interview rounds between spring 2023 and spring 2024. Participants were aged 13–14 at the time of recruitment and attended lower secondary schools. Teachers served as gatekeepers and were asked to recruit students with diverse socioeconomic backgrounds, genders, interests, and value orientations. The researchers had no prior relationships with participants. Quantitative data were collected in autumn 2024 as part of the INSPECT project, yielding 1,982 responses from students in grades 7–9 across 45 schools. The survey aimed to include schools from diverse social and geographical contexts in each country. While the sample is not statistically representative of Nordic youth populations, it provides a broad empirical basis for examining shared patterns and variation. Data collection Interviews were conducted individually in the participants’ preferred language. Following a pilot interview that revealed the limitations of highly open-ended questions about values, subsequent interviews utilised a value card method. Based on established value frameworks and collaborative research discussions, 18 value attributes were presented on cards, supplemented with blank cards to allow participants to introduce values of their own. In each interview, participants selected five values they considered most important and were invited to reflect on their meanings and relevance to their present lives and imagined futures. All interviews were recorded, transcribed, and anonymised. The survey asked students to select five values from the same list of attributes used in the interviews. Analysis Survey data were analysed using descriptive statistics and multidimensional scaling to visualise patterns of value co-selection and identify underlying value domains. Qualitative data were analysed using a matrix-based approach, systematically comparing participants’ reflections across values and interview rounds. This allowed for cross-case and cross-value analyses linking quantitative clusters to qualitative meaning-making. A constructive and critically reflective approach to examining the gap between the adult researchers’ and young participants’ conceptual understandings (Levitt, 2025) was central throughout the data collection and analysis process. Ethics Ethical approval for the overall INSPECT research was obtained in accordance with national guidelines in each country. Parental consent and youth assent were secured, and all procedures complied with GDPR requirements. Particular attention was paid to voluntariness, confidentiality, and reflexive researcher positioning. Conclusions, Expected Outcomes or Findings We offer a detailed account of contemporary Nordic youth values, showing that young people across the Nordic countries prioritise close relationships, embodied wellbeing, and conditions enabling future autonomy. Family and friendship emerge as central values, functioning as emotional and material anchors that support wellbeing, identity formation, and a sense of security. These findings align with research documenting increasing emphasis on close relationships and emotional support among Nordic youth amid societal uncertainty (Helve, 2023; Ungdomsbarometern, 2024). We further demonstrate that Nordic youth distinguish between values largely experienced as present and those that are primarily aspirational. Wellbeing, friendships, and family are described as resources to be nurtured and maintained, whereas education, freedom, and financial security are framed as pathways to independence, resilience, and agency. These aspirations are articulated with notable realism: young people acknowledge global risks such as environmental crises and instability yet emphasise sustaining meaningful everyday lives and future opportunities. This balance between risk awareness and commitment to life echoes post pandemic shifts in youth orientations (Kutsar & Kurvet-Käosaar, 2021; Shah et al., 2021). The identified value domains suggest that Nordic youth values neither constitute a straightforward continuation of adult Nordic value profiles nor a radical departure. Rather, they represent age specific reinterpretations of egalitarianism, autonomy, and social cohesion shaped by contemporary conditions and youth specific horizons of meaning. Methodologically, the study demonstrates the benefits of combining quantitative value mapping with qualitative, reflexive interviews to capture both structural patterns and lived meanings (Christopher et al., 2014; Creswell & Clark, 2018). Findings underscore the importance of analysing youth culture as a distinct field of cultural formation. Understanding Nordic youth values requires attention not only to what young people prioritise, but to how values are negotiated and made meaningful within relational and situated contexts—an insight with implications for youth research and policy. References Antoci, D. (2020). Value orientations of adolescents and youth: review and current situation. Homo et Societas, 150–162. Bréchon, P., & Gonthier, F. (2017). European Values: Trends and divides over thirty years (Vol. 17). Brill. Christopher, J. C., Wendt, D. C., Marecek, J., & Goodman, D. M. (2014). Critical cultural awareness: contributions to a globalizing psychology. American Psychologist, 69(7), 645. Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research. Sage publications. Helve, H. M. (2023). Values and Solidarity of Young Finnish Millennials and Generation X. Youth, 3(1), 401–413. Inglehart, R., & Baker, W. E. (2000). Modernization, cultural change, and the persistence of traditional values. American Sociological Review, 65(1), 19–51. Kutsar, D., & Kurvet-Käosaar, L. (2021). The impact of the COVID-19 pandemic on families: Young people’s experiences in Estonia. Frontiers in Sociology, 6, 732984. Levitt, H. M. (2025). Attending to investigator reflexivity and epistemic privilege: A worksheet for facilitating individual and research team self-reflection. Qualitative Psychology, 12(1), 1. Schwartz, S. (1999). A theory of cultural values and some implications. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative sociology, 5(2-3), 137–182. Shah, M., Rizzo, S., Percy-Smith, B., Monchuk, L., Lorusso, E., Tay, C., & Day, L. (2021). Growing up under COVID-19: Young people’s agency in family dynamics. Frontiers in Sociology, 6, 722380. Ungdomsbarometern. (2024). The Generation Report 2024 (Swedish Youth, Issue. https://ungdomsbarometern.se | ||