Conference Agenda
| Session | ||
99 ERC SES 03 U (P): Posters
Paper Session | ||
| Presentations | ||
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster Teaching in and for Cultural Diversity University of Jyväskylä, Finland Presenting Author:Increasing international immigration across Europe has created new challenges and opportunities for education systems, highlighting the need for teachers to develop intercultural competencies (IC) to work effectively in culturally diverse classrooms. However, research suggests that initial teacher education (ITE) may not always be sufficiently adapting to these changing contexts (e.g., Herzog Punzenberger et al., 2022). Drawing on two closely intertwined doctoral research projects within the EDUCA-Doc pilot programme, this poster presents key findings and implications from six studies on cultural diversity in education from a Finnish context, with a particular focus on relationship building (RB), IC, and cultural beliefs. Although we primarily refer to working with students with migrant backgrounds, we acknowledge that cultural diversity does and should not solely refer to migrants and that migrant students constitute a heterogenous group marked by diverse identities and experiences (Conti, 2025). Conceptually, RB is defined as the fostering of positive reciprocated social bonds between two or more individuals or groups, informed by the social capital theory of Bourdieu (1996) and the Teaching Through Interaction framework of Hamre et al. (2013). Cultural beliefs (in Study 5 referred to as lay theories of culture, see Rosenthal & Levy, 2010) refer to an individual’s orientation towards cultural diversity, ranging from multicultural and egalitarian beliefs to assimilationist beliefs (e.g., Hachfeld et al., 2011; 2015). Cultural beliefs affect both how pre-service teachers engage with teaching material aimed at cultural diversity, but also in-service teachers’ self-efficacy and adaptability when working in culturally diverse environments (e.g., Hachfeld et al., 2015; Rissanen et al., 2023). IC has commonly been conceptualised as encompassing the dimensions of attitudes, knowledge, skills and behaviour (Perry & Southwell, 2011). While criticised by some for its inflexibility and underplaying structural power relations (e.g., Dervin et al., 2020), IC offers a theoretical basis for evaluating and strengthening the professionalism teachers require to ensure inclusive and high-quality education for learners from all cultural backgrounds (e.g. Theeuwes et al., 2025). The overarching topic of pre-service teachers’ preparation for cultural diversity in the context of RB, cultural beliefs and IC was addressed through a total of six sub-studies. A scoping review on RB in culturally diverse educational contexts across Europe highlighted the need to more actively develop pre-service teachers’ capacity to facilitate meaningful relationships already within ITE (Study 1). This relates to Study 2, which will investigate how newly arrived migrant students portray the ways in which their social networks (e.g. teachers) support their learning and sense of belonging. Supporting students’ RB especially with peers was also found important in a study on Finnish preparatory education teachers’ views on supporting newly arrived migrant students (Study 3). The study also discussed teachers’ understanding of students’ sociopolitical landscape and diversity as an element of their own IC. Furthermore, a quantitative study on pre-service teachers’ cultural beliefs in the first and third year of their ITE (Study 4) noted that while many hold positive views towards cultural diversity, those with egalitarian views do not necessarily develop their cultural beliefs throughout their education. This underlines results of Study 5, finding that about a fifth of in-service teachers reports egalitarian (in the study referred to as colourblind) cultural beliefs, with 11% of participants framing cultural diversity as problematic. Together, these two studies highlight the need to address pre-service teachers’ cultural beliefs within ITE, and to prepare them adequately to teach in culturally diverse environments. However, a study on teacher educators’ perceptions and approaches to facilitate this preparation (Study 6) found that not all teacher educators feel prepared themselves, as well as a wide variety in theoretical understanding and a lack of professional development opportunities. Methodology, Methods, Research Instruments or Sources Used Study 1 is a scoping review, drawing on peer-reviewed English-language research on RB in culturally diverse classrooms in European contexts. It identified 32 relevant articles, published in 14 different European countries, between 2014 and 2024. Study 1 is contextually informed by Bourdieu's social capital theory (1986) and the Teaching Through Interaction framework of Hamre et al. (2013). Study 2 uses a narrative approach to analyse ecomaps drawn by and interviews with 30 newly arrived migrant students between the ages of 15 and 17. The study investigates how the students narrate the social networks they found meaningful during their transition from preparatory education to basic education. The focus is on how these social networks support their learning and sense of belonging during the transition. Study 3 employed reflexive thematic analysis on interviews with 30 in-service teachers working with newly arrived migrant students in preparatory education classrooms in Finland, focusing on their views on supporting new arrivals and collaborating with mainstream education teachers. The results were viewed through the lens of intercultural professionalism, which was understood as teachers’ ethical and holistic orientation to promote equity among diverse students (Jokikokko 2005; Rissanen 2019). Study 4 employed a quantitative approach, using the Teacher’s Cultural Belief Scale of Hachfeld et al. (2011) to identify latent cultural belief profiles among Finnish student teachers (n = 2404) in their first and third year of studies. The profiles were further analysed employing an R3Step analysis, focusing on the importance of university, ITE programme, and other factors on profile membership. Study 5 examined comprehensive schoolteachers’ (N=273) attitudes and beliefs about cultural diversity as part of their IC. The study used abductive content analysis through the lens of lay theories of culture framework. Study 6 used reflexive thematic analysis to explore how 20 teacher educators working at Finnish universities perceive and approach intercultural education within ITE. It drew contextually on the concepts of intercultural education (e.g., Figueredo-Canosa et al., 2020). Conclusions, Expected Outcomes or Findings The results of these studies highlight the need to address pre-service teachers’ preparation for cultural diversity in ITE from multiple perspectives: Both within the teaching curricula through teaching material aimed at the development of intercultural competencies and cultural beliefs, but also the teacher educators themselves. Pre-service teachers need to be adequately prepared to foster RB and develop the IC needed to provide adequate and supportive teaching in culturally diverse environments. However, our findings suggest that persistent challenges related to RB and IC remain among in-service teachers, even those working closely with newly arrived migrant students. This underlines the need to address IC more in-depth within ITE, both for pre-service teachers as well as for teacher educators. Systemic professional development opportunities are needed to enable teacher educators to adapt to the evolving needs in a fast-changing educational landscape. While focused on a Finnish context, the findings of the studies are internationally relevant and offer important insights into the importance of RB and cultural beliefs for teachers in culturally diverse classrooms. They further highlight the need to address IC actively and consistently within ITE, and to prepare teacher educators to meet these needs. References Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Greenwood Press. Conti, L. (2025). Intercultural education: recalibrating meanings, objectives, and practices. Intercultural Education 36(4), 418–236. https://doi.org/10.1080/14675986.2025.2484514 Dervin, F., Moloney, R. & Simpson, A. (Eds.) (2020). Intercultural Competence in the Work of Teachers. Confronting Ideologies and Practices. Routledge. Figueredo-Canosa, V., Ortiz Jiménez, L., & López Berlanga, M. C. (2020). Teacher training in intercultural education: Teacher perceptions. Education Sciences 10(3), 81. https://doi.org/10.3390/educsci10030081 Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., Stanat, P., & Kunter, M. (2011). Assessing teachers’ multicultural and egalitarian beliefs: The Teacher Cultural Beliefs Scale. Teaching and Teacher Education, 27(6), 986–996. https://doi.org/10.1016/j.tate.2011.04.006 Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., & Kunter, M. (2015). Are teachers’ beliefs about cultural diversity related to their professional competence? Journal of Teacher Education 66(4), 317–332. https://doi.org/10.1177/0022487115587369 Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461–487. https://doi.org/10.1086/669616 Herzog-Punzenberger, B., Brown, M., Altrichter, H., & Gardezi, S. (2023). Preparing teachers for diversity: how are teacher education systems responding to cultural diversity – the case of Austria and Ireland. Teachers and Teaching, 29(5), 479–496. https://doi.org/10.1080/13540602.2022.2062734 Jokikokko, K. (2005). Interculturally trained Finnish teachers' conceptions of diversity and intercultural competence. Intercultural Education 16(1), 69–83. https://doi.org/10.1080/14636310500061898 Perry, L. B. & Southwell, L. (2011). Developing intercultural understanding and skills: models and approaches. Intercultural Education 22(6), 453–466. http://doi.org/10.1080/14675986.2011.644948 Rissanen, I. (2019). Intercultural competencies as part of teachers’ moral professionalism. In M. A. Peters (Ed.) Encyclopedia of teacher education (pp. 1–6). Springer Nature. https://doi.org/10.1007/978-981-13-1179-6_187-1 Rissanen, I., Kuusisto, E. & McMullen, J. (2023). Identifying core beliefs of an intercultural educator: How polyculturalism and group malleability beliefs shape teachers’ pedagogical thinking and practice. Social Psychology of Education 26, 1201–1225. https://doi.org/10.1007/s11218-023-09785-z Rosenthal, L. & Levy, S. R. (2010). The Colorblind, Multicultural, and Polycultural Ideological Approaches to Improving Intergroup Attitudes and Relations. Social Issues and Policy Review 4(1), 215–246. https://doi.org/10.1111/j.1751-2409.2010.01022.x Theeuwes, B., Saab, N., Denessen, E. & Admiraal, W. (2025). Unraveling teachers’ intercultural competence when facing a simulated multicultural classroom. Teaching and Teacher Education 162. https://doi.org/10.1016/j.tate.2025.105053 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster Lived Experiences of Parents Raising Children with Down syndrome in Kazakhstan: A Phenomenological Study Nazarbayev University, Kazakhstan Presenting Author:The topic of parenting a child with Down syndrome (DS) has not received much attention from scholars in Kazakhstan, where understanding of the needs, support systems, and lived experiences of these families remains minimal. To address this gap, this qualitative phenomenological study examines the lived experiences of parents, with a focus on the educational paths of their children and the barriers encountered along the way. This study, derived from Master's research conducted from fall 2023 to spring 2024, was guided by the main research question: “What are the lived experiences of parents of children with Down syndrome as they relate to education related endeavors?” There were three sub questions: 1) As parents of children with DS, what is their role in the educational journey of their The study draws on data from interviews with eight parents of children with DS from various regions of Kazakhstan, guided by the Conceptual Model of Family Factors Relating to the Early Development of Children with Down syndrome (Van Hooste and Maes 2003). The model emphasizes the central role of parent-child interactions, positing that the quality of these interactions defines the developmental outcomes of children with Down syndrome. Various factors can influence these interactions, including family characteristics (e.g., parental attitudes and expectations, stimulating environments), available support resources (e.g., social support networks, early intervention services), and stressors (e.g., information needs, provision of support services known as resource needs, interpersonal and family distress, and confidence threats). The present study focuses on formal support systems, such as early intervention services and educational settings, and explores the associated stressors. Although situated in Kazakhstan, the findings speak to broader concept of inclusive education, offering insights that are transferable to other contexts where families similarly navigate gaps between policy and practice. Methodology, Methods, Research Instruments or Sources Used The research used a philosophical approach within interpretivist epistemology, employing phenomenology as its methodological framework. Eight mothers were selected for the study through a snowball sampling strategy. Subsequent participants were recruited through the personal connections of this initial family, parent support groups on social media and word of mouth. Informed by the conceptual framework guiding the study, a semi-structured interview protocol was designed to investigate parents' experiences regarding their child's development and educational experiences. Parents were also asked to elaborate on their support needs. Overall, the interviews comprised a total of 14 questions, and lasted from 30 to 90 minutes. Except for one, all semi-structured interviews were conducted via audio chat platforms such as Zoom or WhatsApp Call. Interviews were audiotaped with participant consent. The first step in data analysis involved verbatim transcription of the interviews, followed by translation from Russian to English. To establish a codebook, two interviews were randomly selected and analyzed using Saldana’s (2013) two-cycle coding method. Each participant and their children were assigned pseudonyms for confidentiality. After completing the coding process for all interviews, similar data were grouped into categories and subcategories. This process resulted in the identification of six overarching themes aligned with the categories of the conceptual framework, which for the purpose of current study were condensed to two: parental challenges and support needs. Conclusions, Expected Outcomes or Findings Guided by Van Hooste and Maes’ (2003) conceptual framework, this study examined family factors influencing the development of children with Down syndrome in Kazakhstan, focusing on parental expectations, social support, early intervention (EI), and educational experiences. All core components of the framework were reflected in parental interviews; however, most were described through challenging lived experiences. Social support emerged as the most consistently positive factor, with mothers highlighting the importance of extended family and peer networks of other parents of children with Down syndrome in coping with stress and sustaining resilience, consistent with prior research (Pillay et al., 2012). Mothers described their daily lives as shaped by continuous advocacy. Participants reported persistent efforts to secure access to services, appropriate school placements, and respectful interactions with professionals, often in response to exclusionary practices and stigmatizing attitudes within community and institutional settings. These findings align with research identifying institutional barriers as major contributors to family stress (Ocasio-Stoutenburg, 2020). Significant gaps were identified in state-provided EI services, including long waiting periods, limited availability of qualified specialists, and insufficient guidance for parents. Such barriers undermine the effectiveness of EI, which should be timely, individualized, and family centered (Van Hooste & Maes, 2003). Consequently, many families sought private services, creating financial strain and continued difficulty in locating competent providers. Parents emphasized that limited support for home-based language development further increased developmental risks (Buckley & Le Prevost, 2002). Despite strong parental commitment to fostering positive developmental environments, cumulative systemic stressors contributed to what Van Hooste and Maes (2003) describe as “confidence threat,” undermining parental self-efficacy. Overall, findings suggest that difficulties experienced by families stem primarily from institutional and societal barriers rather than from Down syndrome itself, highlighting the need for family-centered, strength-based practices and systemic reform in early intervention and education services. References Biklen, D., and J. Burke. 2006. “Presuming Competence.” Equity & Excellence in Education 39 (2): 166–75. doi:10.1080/10665680500540376. Blacher, J., and C. Hatton. 2007. “Families in context: Influences on coping and adaptation.” In Handbook of Developmental Disabilities, edited by S.L. Odom, R.H. Home, M.E. Snell, and Jan Blacher. New York: Guilford Press. Buckley, S., and P. Le Prèvost. 2002. “Speech and Language Therapy for Children with Down Syndrome.” PsycEXTRA Dataset. doi:10.1037/e493402004-001. de Graaf, G., F. Buckley, and B. G. Skotko. 2020. “Estimation of the Number of People with Down Syndrome in Europe.” European Journal of Human Genetics 29 (3): 402–10. doi:10.1038/s41431-020-00748-y. Fidler, D. J., and L. Nadel. 2007. “Education and Children with Down Syndrome: Neuroscience, Development, and Intervention.” Mental Retardation and Developmental Disabilities Research Reviews 13 (3): 262–71. doi:10.1002/mrdd.20166. Hodapp, R. M., T. M. Ly, D. J. Fidler, and L. A. Ricci. 2001. “Less Stress, More Rewarding: Parenting Children with Down syndrome.” Parenting 1 (4): 317–37. doi:10.1207/s15327922par0104_3. Ocasio-Stoutenburg, L. L. 2020. “Voices of Diversity in Parent Advocacy for Children with Down syndrome: Intersectional and Contextual Considerations for Special Education and Health Care Practitioners” PhD diss., University of Miami. University of Miami Libraries. https://scholarship.miami.edu/esploro/outputs/doctoral/Voices-of-Diversity-in-ParentAdvocacy/991031456285102976 Human Rights Watch. 2019. “On the Margins”: Education for Children with Disabilities in Kazakhstan. https://www.hrw.org/sites/default/files/report_pdf/kazakhstan0319_web3.pdf Passeka, Y., and M. Somerton. 2022. “Bridging the Gap: Special Educators’ Perceptions of Their Professional Roles in Supporting Inclusive Education in Kazakhstan.” Disability & Society 39 (6): 1380–1401. doi:10.1080/09687599.2022.2160925. Pillay, D., S. Girdler, M. Collins, and H. Leonard. 2012. “‘It’s Not What You Were Expecting, But It’s Still a Beautiful Journey’: The Experience of Mothers of Children with Down syndrome.” Disability and Rehabilitation 34 (18): 1501–1510. doi:10.3109/09638288.2011.650313. Saldaña, J. 2021. The Coding Manual for Qualitative Researchers. London: SAGE Publications Ltd. Van Hooste, A., and B. Maes. 2003. “Family Factors in the Early Development of Children with Down Syndrome.” Journal of Early Intervention 25 (4): 296–309. doi:10.1177/105381510302500405. 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster The Tacit Dimension of Navigating Higher Education with Affective Disorders Aarhus University, Danish School of Education, Denmark Presenting Author:This project investigates how students with affective disorders (ICD-10, 2019; WHO, 2024) navigate higher education, focusing on the interplay between body, physical environment, and emotions. The increasing number of students with mental disorders highlights the need to rethink the design of learning environments that foster both inclusion and academic development. Global estimates from the World Health Organization (2022) and the United Nations (2025) indicate that over 1.3 billion people - 16% of the world’s population - experience significant disability, resulting from interactions between individuals and environmental factors (WHO, 2022; WHO, 2026). Despite being the world’s largest minority, this population faces persistent barriers and exclusion, particularly in education and broader societal participation (CRPD, 2006). Studies have emphasized that educational environments are primarily developed for students with “neurotypical” development, potentially excluding students with mental disorders (Horlin et al., 2024). In Denmark, one in five students (19%) report having a disability, over half (56%) indicate that their disability is related to mental health (EVA, 2023). By examining how students with affective disorders -from two Danish universities - navigate the physical and social spaces of higher education through embodied and embedded strategies, this project illuminates’ students’ tacit, embodied knowledge and adaptive practices, offering insights for promoting inclusive learning environments. Tacit knowledge (Polanyi, 1967) is understood as knowledge carried in the body and in actions (Adloff et al., 2015). Embodied strategies are conceptualized phenomenologically, following Merleau-Ponty (1945/2012), as the ways this knowledge is lived, felt, and enacted through the body’s intentional engagement with the world. Embedded strategies, analyzed through a space-and-place lens (Tuan, 1977), describe how tacit and bodily knowledge is shaped by and enacted within specific social and material environments (Schrijver, 2021), where characteristics of spaces, places, and institutional settings influence possibilities for action, experience, and emotional engagement. To explore essential forms of tacit knowledge among students with affective disorders in higher education, this study raises three analytical questions: 1) What embodied and embedded strategies do students with affective disorders use to navigate higher education? 2) What role does the body play in the inclusion of these students? 3) How does the physical environment affect their inclusion? Subjective experiences must be carefully considered to understand the neural bases of human behavior (Fuchs & Schlimme, 2009). Studies highlight the importance of understanding individuals through their lived experiences and bodily constructions, suggesting that “embodiment” is emerging as a major paradigm in psychopathology (Ratcliffe, 2008, 2023; Stanghellini, 2004). Embodied approaches emphasize the circular interaction of altered subjective experiences (Ratcliffe, 2015). Guided by phenomenology (Fuchs, 2021, 2023; Fuchs & Koch, 2014; Fuchs et al., 2009; Merleau-Ponty, 1945/2012) and spatial theory (Tuan, 1974, 1977), this project aims to: Investigate the role of the body in shaping strategies for managing academic, social, and emotional challenges. Analyze how bodily, emotional, and spatial interactions can exacerbate or alleviate the effects of affective disorders on learning and participation. Generate insights to inform more inclusive educational practices and the design of learning environments supporting students with affective disorders. (512 words) Methodology, Methods, Research Instruments or Sources Used A phenomenological ethnographic approach, combining multiple qualitative methods, was adopted to examine how students with affective disorders navigate educational contexts through tacit, bodily, and situated knowledge. This approach was selected for three reasons. Firstly, it enables in-depth exploration of subjective and sensory experiences, capturing the embodied and affective dimensions of students’ engagement with learning environments. Secondly, it allows flexible, participant-centered data collection through walk-and-talk interviews (Kusenbach, 2003), participatory observation, and photo-elicitation (Grimmet & Boucher, 2017), providing insight into how social and spatial contexts shape strategies for managing anxiety, depression, or bipolar disorder. Thirdly, this methodology emphasizes research with participants rather than about them, fostering ethical reflexivity, participant autonomy, and co-creation of knowledge. By integrating these methods, the study reveals how bodily, emotional, and environmental factors interact to influence students’ well-being and academic experiences, offering rich, situated insights inaccessible through purely quantitative approaches. (149 words) Conclusions, Expected Outcomes or Findings Increasing understanding of how students with affective disorders experience and navigate higher education bodily and emotionally will inform the development of institutional learning environments and spatial designs that better accommodate emotional distress. By combining walk-and-talk interviews, participatory observation, and photo-elicitation, the study will provide nuanced insight into students’ subjective and sensory experiences and how different learning environments may exacerbate or alleviate anxiety, depression, or bipolar disorder. The scientific contribution lies in advancing knowledge of how learning environments influence academic life and social relationships, particularly for students with affective disorders, offering a foundation for further phenomenological and ethnographic research. Findings can guide universities and policymakers in creating inclusive and supportive spatial and academic frameworks, as well as sustainable learning environments that enhance student well-being and learning outcomes. Societal benefits include increased awareness of affective conditions, better understanding of how educational institutions can improve student well-being, and reduced stigma by situating personal experiences within broader educational contexts. This knowledge can inform the design of learning spaces and support services that respond effectively to students’ experiences and needs. (175 words) References Adloff, F., Gerund, K., & Kaldewey, D. (2015). Revealing tacit knowledge : embodiment and explication (1st ed.). [transcript]. https://doi.org/10.14361/transcript.9783839425169 Convention on the Rights of Persons with Disabilities, (2006). https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities EVA, D. E. (2023). Førsteårsstuderendes oplevelse af special-pædagogisk støtte. (www) 978-87-7182-704-0 Fuchs, T. (2021). In defense of the human being : foundational questions of an embodied anthropology (First edition. ed.). Oxford University Press. Fuchs, T. (2023). Hjernens økologi (1. udgave. ed.). Klim. Fuchs, T., & Koch, S. C. (2014). Embodied affectivity: on moving and being moved. Frontiers in psychology, 5. https://doi.org/10.3389/fpsyg.2014.00508 Fuchs, T., Schlimme, J. E., Fulford, K. W. M., Sadler, J. Z., & Hoff, P. (2009). Embodiment and psychopathology: a phenomenological perspective. Current opinion in psychiatry, 22(6), 570-575. https://doi.org/10.1097/YCO.0b013e3283318e5c Grimmet, K., & Boucher, M. L., Jr. (2017). Using Photo-Elicitation to Break the Silence. In (pp. 71-92). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-64413-4_4 Horlin, C., Hronska, B., & Nordmann, E. (2024). I can be a "normal" student: the role of lecture capture in supporting disabled and neurodivergent students' participation in higher education. Higher education. https://doi.org/10.1007/s10734-024-01201-5 ICD-10. (2019). Chapter V - Mental and behavioural disorders (F00-F99). International Statistical Classification of Diseases and Related Health Problems (ICD). Retrieved 10.09 from https://icd.who.int/browse10/2019/en#/F30-F39 Kusenbach, M. (2003). Street Phenomenology: The Go-Along as Ethnographic Research Tool. Ethnography., 4(9), 455-485. https://doi.org/info:doi/ Merleau-Ponty, M. (1945/2012). Phenomenology of perception. Routledge. https://doi.org/10.4324/9780203720714 Polanyi, M. (1967). The tacit dimension (2. print. 2009 ed.). University of Chicago Press. (1967) Ratcliffe, M. (2008). Feelings of being: phenomenology, psychiatry and the sense of reality. Oxford University Press. Ratcliffe, M. (2015). Experiences of depression : a study in phenomenology (First edition. ed.). Oxford University Press. Ratcliffe, M. (2017). Real hallucinations: psychiatric illness, intentionality, and the interpersonal world. The MIT Press. Ratcliffe, M. (2023). Grief worlds: a study of emotional experience (1st ed.). The MIT Press. Schrijver, L. (2021). The Tacit Dimension Architecture Knowledge and Scientific Research. Leuven University Press. Tuan, Y.-F. (1974). Topophilia: A Study of Environmental Perceptions, Attitudes, and Values. Columbia University Press. Tuan, Y.-F. (1977). Space and place : the perspective of experience (5. printing. 2007 ed.). University of Minnesota Press. United Nations, U. (2025). International Day of Persons with Disabilities, 3 December. https://www.un.org/en/observances/day-of-persons-with-disabilities WHO. (2024). Mental disorders. World Health Organization. WHO, W. H. O. (2022). Global report on health equity for persons with disabilities (ISBN 978-92-4-006360-0 ). WHO, W. H. O. (2026). Disability. Retrieved 08.01.2026 from https://www.who.int/health-topics/disability#tab=tab_1 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster Students’ Experiences of Motivation in High-Performing Schools: When Being Talented is Not Enough NIS Shymkent-Karatau, Kazakhstan Presenting Author:High-performing secondary schools, particularly selective schools for gifted students, have become a prominent feature of education systems across Europe and beyond. These institutions are designed to maximise academic potential and produce high achievement. However, growing research suggests that high ability and academic success do not automatically guarantee sustained student motivation, engagement, or well-being (Hornstra et al., 2023). In competitive environments, talented students may experience pressure, social comparison, and emotional strain, which can undermine their motivation over time (Luthar et al., 2020). This study is situated in the context of Kazakhstan’s Nazarbayev Intellectual Schools (NIS), a nationwide network of selective high-performing schools established to educate gifted students and prepare future national leaders (Yakavets, 2014). While NIS schools demonstrate strong academic outcomes, less is known about how students themselves experience motivation within these demanding environments. This research addresses this gap by exploring students’ lived experiences of motivation and demotivation, focusing on the idea that being talented is not enough to sustain engagement without appropriate pedagogical and emotional support. Existing literature on gifted education highlights that motivation among gifted learners is shaped by both individual dispositions and school-level factors. Studies have shown that teacher practices, learning environment, and emotional support play a critical role in sustaining motivation among gifted students (Phillips & Lindsay, 2006). Longitudinal research further suggests that gifted students may initially display high intrinsic motivation, but this advantage can diminish when learning environments fail to meet their psychological needs (Hornstra et al., 2023). Social comparison processes are particularly relevant in high-performing schools. According to the Big-Fish–Little-Pond Effect, students with similar ability levels may develop lower academic self-concepts when placed in highly competitive peer groups (Marsh & Parker, 1984). As a result, students who were previously high achievers may feel “average,” which can negatively affect confidence and motivation. Recent international research has even identified students in elite schools as an at-risk group for stress and maladjustment due to high expectations and performance pressure (Luthar et al., 2020). The study is theoretically grounded in Self-Determination Theory (SDT) (Deci & Ryan, 2000), which conceptualises motivation as dependent on the satisfaction of three basic psychological needs: autonomy, competence, and relatedness. When educational environments support these needs, students are more likely to develop intrinsic motivation and sustained engagement. Conversely, environments that emphasise control, excessive competition, or rigid differentiation may undermine motivation, even among high-achieving students (Deci & Ryan, 2000). Research Question:
Objectives:
Methodology, Methods, Research Instruments or Sources Used This study adopts a qualitative case study design to explore students’ motivational experiences in depth. The research was conducted at a Nazarbayev Intellectual School in southern Kazakhstan, characterised by selective admission and a high academic workload. Participants consisted of approximately 12 secondary school students aged 15–18, selected through purposive sampling to reflect variation in academic performance, gender, and grade level within the high-performing context. Ethical approval was obtained, and informed consent was secured from both students and parents. Data were collected through semi-structured individual interviews, allowing students to articulate their experiences in their own words. Interview questions focused on students’ motivation, perceptions of differentiation, experiences of competition, relationships with teachers and peers, and moments of both engagement and discouragement. Interviews lasted between 45 and 60 minutes and were audio-recorded and transcribed verbatim. Data analysis followed a thematic analysis approach. Initial open coding was conducted to identify recurring ideas and patterns. These codes were then grouped into broader themes through iterative comparison and refinement. The analytical process was guided by sensitising concepts from Self-Determination Theory, particularly autonomy, competence, and relatedness (Deci & Ryan, 2000). To enhance trustworthiness, peer debriefing and member checking were employed. Conclusions, Expected Outcomes or Findings Preliminary findings indicate that students’ motivation in high-performing schools is complex and uneven. While many students value academic challenge, perceived differentiation sometimes leads to discouragement, particularly when students interpret ability grouping as a signal of lowered expectations. Students placed in lower tiers within a selective environment reported reduced confidence and motivation. Competition emerged as both motivating and harmful. Some students described competition as pushing them to improve, while others experienced constant comparison with high-achieving peers as emotionally exhausting. These experiences align with research on academic self-concept in competitive environments (Marsh & Parker, 1984). Students who maintained strong motivation often relied on intrinsic factors, such as personal interest and self-set goals, rather than grades alone. Supportive teacher–student relationships were identified as a key protective factor, helping students cope with pressure and maintain engagement. Overall, the findings suggest that talent alone does not ensure motivation. Supportive differentiation, meaningful autonomy, and a sense of belonging are essential for sustaining motivation in high-performing schools. References Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. Hornstra, L., Mathijssen, A. C. S., Denissen, J. J. A., & Bakx, A. (2023). Academic motivation of intellectually gifted students and their classmates in regular primary school classes. Learning and Individual Differences, 107, 102345. Luthar, S. S., Kumar, N. L., & Zillmer, N. (2020). High-achieving schools connote risks for adolescents. American Psychologist, 75(7), 983–995. Marsh, H. W., & Parker, J. W. (1984). Determinants of student self-concept: Big-fish–little-pond effect. Journal of Personality and Social Psychology, 47(1), 213–231. Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High Ability Studies, 17(1), 57–73. Yakavets, N. (2014). Reforming society through education for gifted children: The case of Kazakhstan. Research Papers in Education, 29(5), 513–533. 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster The Large-Scale Psychological Game “Kaleidoscope” as a Tool for Creating a Psychologically Safe Educational Environment and Promoting Social-Emotional Interaction 1: Nazarbayev Intellectual Schools, Kazakhstan; 2: Nazarbayev Intellectual Schools, Kazakhstan; 3: Suleyman Demirel Lyceum school; 4: Psychological Suport Center of the Astana Mayor,s Office; 5: LLP Apple Tree:Center for Continuning Education; 6: Municipal State Institution "Proletarka Basic School" of the Ulan Department of Education. Presenting Author:In contemporary educational contexts, schools face numerous challenges associated with increasing psycho-emotional demands on students and ongoing social changes. Consequently, schools are increasingly viewed not only as spaces for academic instruction but also as significant environments for the formation and support of students’ mental health and wellbeing [1], [2]. The creation of a psychologically safe educational space has become a key condition for sustainable personal development, social adaptation, and positive interaction among participants in the educational process. International educational frameworks emphasise the importance of developing such conditions in schools to support the mental health of children and adolescents [1]. The large-scale psychological game “Kaleidoscope” is considered one way of organising such an educational space. It is designed to create conditions of psychological safety, foster emotional and social connections, and promote positive group experiences among students. The game constitutes a holistic environment with its own structure, rules, and symbolism, within which participants engage in joint activities, experience emotionally meaningful situations, and reflect on their personal experiences. This format aligns with contemporary perspectives on social and emotional learning and whole-school approaches to promoting wellbeing in educational settings [2], [3]. The purpose of the proposal is to present and conceptually examine the large-scale psychological game “Kaleidoscope” as a tool for creating a psychologically safe educational environment and for fostering social-emotional interaction among students, as well as to explore its preventive and supportive potential within school-based systems of psychological and pedagogical support [1], [2]. The core idea of the proposal is to conceptualise the “Kaleidoscope” game as an instrument for creating a psychologically safe space and enhancing social-emotional interaction among students. The game also demonstrates potential for the prevention of psycho-emotional difficulties and for supporting students’ mental health within the school context more broadly. Conceptually, it is grounded in ideas of holistic personal development and an understanding of school as a key context for social and emotional formation, in which wellbeing emerges through the interaction of individual characteristics, interpersonal relationships, and features of the educational environment [2], [4]. The “Kaleidoscope” game is not intended for diagnostic or narrowly defined corrective purposes. Rather, it functions as a supportive space in which students are able to safely explore their emotions, patterns of interaction with others, and their place within the group. Particular emphasis is placed on creating an atmosphere of voluntary participation, acceptance, respect for personal boundaries, and recognition of the value of each participant’s individual experience. Under these conditions, students can express emotions, discuss experiences, and experiment with new behavioural models without fear of evaluation or sanctions, contributing to reduced anxiety levels, strengthened feelings of belonging, and the development of trust within the group [1], [3]. Such an organisation of the игровое space contributes to reduced anxiety, enhanced feelings of belonging, and the development of trust within the group. Overall, the “Kaleidoscope” game demonstrates significant potential for creating a psychologically safe environment and can be integrated into school-based systems of psychological and pedagogical support as a preventive practice aimed at reducing psycho-emotional risks in educational settings [1], [2], [4]. Methodology, Methods, Research Instruments or Sources Used A qualitative, practice-oriented methodological approach was employed in the study, aimed at analysing the large-scale psychological game “Kaleidoscope” as a form of creating a psychologically safe educational environment and fostering social-emotional interaction among students. The study was conducted within the natural context of the school educational setting and was based on an analysis of the structure, content, and internal logic of the large-scale psychological game, as presented in the authors’ methodological materials and professional sources on organising psychological games for children and adolescents [5]. The methodological framework of the study is grounded in the conceptualisation of the large-scale psychological game as a holistic, extended form of group activity characterised by its own structure, symbolism, rules, and internal logic. The game is not regarded as a diagnostic or narrowly defined corrective tool; rather, it is conceptualised as a supportive and preventive space oriented toward participants’ lived social and emotional experiences. This perspective aligns with contemporary whole-school and humanistic models of wellbeing support in educational settings. The following qualitative methods were employed in the study: • analysis of the structure and stages of the large-scale psychological game “Kaleidoscope” (entry into the game situation, game tasks, group dynamics, and reflection); • pedagogical and psychological observation of participants during the game, focused on identifying indicators of psychological safety, emotional expression, social interaction, and engagement; • analysis of group reflection and participant feedback following the completion of game stages; • analysis of symbolic and visual products of participants’ activities (kaleidoscopic images, collective compositions). The following research instruments were used: • the script and methodological materials of the large-scale psychological game “Kaleidoscope”; • facilitator observation protocols; • reflection and feedback questions; • materials used during the game (kaleidoscopes, visual elements, group compositions); • methodological guidelines for conducting large-scale psychological games presented in professional, practice-oriented sources on working with children and adolescents [5]. Data analysis was conducted using qualitative thematic analysis and principles of methodological triangulation, enabling psychological safety and social-emotional interaction to be conceptualised as dynamic processes formed within the game-based and educational space of the school. The methodological approach employed in the study corresponds with contemporary international perspectives that conceptualise the school as a key context for children’s and adolescents’ mental, social, and emotional development and emphasise the value of supportive, experience-oriented, and preventive practices in educational environments. Conclusions, Expected Outcomes or Findings The study examining the implementation of the large-scale psychological game “Kaleidoscope” in the school educational environment demonstrates that this format has substantial potential for creating a psychologically safe space and enhancing students’ social-emotional interaction. Analysis of observational data, participants’ reflective materials, and internal school documentation revealed stable positive changes in students’ emotional states and patterns of social interaction. According to pedagogical and psychological observations as well as participant feedback, the majority of students exhibited reduced levels of emotional tension and anxiety following participation in the game. Approximately 65–70% of students demonstrated calmer emotional states and fewer signs of anxiety during and after the game sessions. Around 72% of participants reported a subjective sense of psychological safety and comfort in communication and collaborative activities within the game environment. Analysis of social-emotional interaction indicated increased engagement and positive group dynamics. About 60–65% of students showed higher activity in collaborative tasks, greater willingness to cooperate, and participation in group reflection. More than 70% of participants demonstrated indicators of empathy development, acceptance of differences, and respectful attitudes toward the perspectives of other group members. The “Kaleidoscope” game was particularly significant for students experiencing difficulties in social adaptation or heightened emotional vulnerability, who constituted approximately 25–30% of the total participants. Within this group, positive changes were observed in 75–80% of students, including increased self-confidence, reduced avoidance of group interaction, and a strengthened sense of belonging to the school community. Overall, the findings suggest that the large-scale psychological game “Kaleidoscope” can be considered an effective preventive practice within the school’s psychological and pedagogical support system. The game contributes to the development of protective factors for mental health, including psychological safety, trust, social inclusion, and emotional regulation skills. Continued implementation is expected to strengthen a psychologically safe educational environment within the school community. References 1.World Health Organization. (2021). Guidelines on mental health promotive and preventive interventions for adolescents. https://www.who.int/publications/i/item/9789240025707 2.Weare, K. (2015). Promoting Mental, Emotional and Social Health: A Whole School Approach. Routledge. 3. Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (2015). Handbook of Social and Emotional Learning: Research and Practice. Guilford Press. 4. Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 225-241. https://doi.org/10.1111/j.1532-7795.2010.00725.x 5. Bityanova, M. R. Practicum on Psychological Games with Children and Adolescents. Moscow: Genesis, 2006. 6. OECD. (2021). Beyond Academic Learning: First Results from the Survey of Social and Emotional Skills.Paris: OECD Publishing. https://www.oecd.org/education/global-competence/social-emotional-skills/ 7. Weare, K., & Nind, M. (2011).Mental health promotion and problem prevention in schools. Health Promotion International, 26 (1), 29–69. https://doi.org/10.1093/heapro/dar003 8. Heckman, J. J., & Kautz, T. (2012). Hard evidence on soft skills.Labour Economics, 19(4), 451-464.https://doi.org/10.1016/j.labeco.2012.05.014 9. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building Academic Success on Social and Emotional Learning.New York: Teachers College Press. 10.CASEL. (2020).What Is SEL? Collaborative for Academic, Social, and Emotional Learning. https://casel.org/what-is-sel/ 11. Darling-Hammond, L., & Cook-Harvey, C. (2018).Educating the whole child: Improving school climate to support student success.Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/educating-whole-child-report 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster Youth Aspirations and Study Abroad Intent: Factors Influencing the Selection of International Education among 11th-grade Students. Heriot Watt University Kazakhstan Campus, Kazakhstan Presenting Author:The study seeks to explore the factors that influence the decision-making process of eleventh-grade students in mainstream public schools in Western Kazakhstan when choosing international education. This is a timely topic of importance, as the number of eleventh-grade students leaving overseas is growing yearly. Moreover, having gained national independence, Kazakhstan has undertaken some significant educational reforms that have led to an increase in the number of higher education students going abroad to study. The study utulizes Bronfenbrenner's Ecological System Theory as theoretical framework for the research.Bronfenbrenner's Ecological Systems Theory (EST) provides a robust framework for understanding how environmental layers shape human development, particularly students' decisions to study abroad. Developed by Urie Bronfenbrenner in the 1970s and refined into the bioecological model, EST views development as bidirectional interactions between individuals and five nested systems, with proximal influences exerting the strongest effects. The microsystem encompasses immediate settings like family, peers, school, and clubs, where direct relationships form the core of influence. For high schoolers, parental encouragement or peer discussions about international education drive study abroad intent most powerfully, as seen in studies from Japan and West Virginia. The mesosystem links microsystems, such as parent-teacher interactions or school-peer dynamics, amplifying effects through interconnectedness. For instance, counselor-parent communications can reinforce or deter abroad aspirations. Further out, the exosystem involves indirect external factors like parents' workplaces, media, or local policies, subtly shaping opportunities without direct involvement. The macrosystem captures cultural "blueprints"—laws, economy, values, and politics—that overlay all systems. Geopolitical tensions or economic stability can reduce intent to study in certain countries.Finally, the chronosystem addresses time-based changes, including life transitions, historical events, or generational shifts, like economic crises lowering aspirations across cohorts. The research utilizes a mixed-methods approach, incorporating online surveys and individual interviews to gather comprehensive data. The findings will contribute to enhancing the educational opportunities and support systems available to students in Western Kazakhstan. In the quantitative part, data from a survey with 94 participants, including demographic information and questions related to factors influencing decision-making, is presented. The survey focused on aspects such as the influence of family, community, culture, and society on students' decisions. The qualitative analysis involved interviews with four participants selected voluntarily from those whose parents agreed to participate. These interviews explored participants' motivations, aspirations, socio-economic backgrounds, cultural influences, and language considerations in their pursuit of international education. Overall, the findings underscore the complex interplay of personal, familial, socio-economic, cultural, and linguistic factors in shaping students' decisions to pursue international education. Based on the results of the study, it was concluded that the above-mentioned factors influence collectively students' motivations, aspirations, and ability to overcome challenges in accessing educational opportunities abroad, and for college counselors, it is important to consider them when helping students to choose their future path.
Methodology, Methods, Research Instruments or Sources Used This study utilized a mixed-methods approach, specifically an explanatory sequential design, to examine factors influencing eleventh-grade students’ intentions to study abroad in Aktobe, Western Kazakhstan, combining quantitative and qualitative methods for triangulation, enhanced validity, and holistic insights into the complexities of decision-making (Creswell, 2014; Merriam & Tisdell, 2016). The research questions guiding the work were: RQ1: What factors influence eleventh-grade students’ decision-making for international education? RQ2: How do socio-economic backgrounds affect their interest? RQ3: How do cultural and language considerations impact decisions? This pragmatic design first collected quantitative data via an online survey targeting approximately 100 eleventh-graders from a private international school and a public school-gymnasium—selected for contrasting cultures and exosystems per Ecological Systems Theory (EST)—using total population and purposeful non-probability sampling to capture students planning higher education in Kazakhstan or abroad (Rai & Thapa, 2015; Creswell, 2014). The survey addressed RQ1, employing Likert-scale items (coded 1-5 from strongly disagree to strongly agree) to quantify trends in motivations, aspirations, parental education, and socioeconomic status (SES), analyzed descriptively with SPSS or Jamovi for frequencies, percentages, means, and tables (Ary et al., 2014; O’Dwyer & Bernauer, 2014). Survey results informed qualitative participant selection via ID-linked anonymity, ensuring ethical handling of sensitive topics like finances and tutoring. For the qualitative phase explaining quantitative findings, semi-structured one-to-one interviews were conducted with four students (two per school) using convenience sampling, allowing adaptability to emerging perspectives on RQ2 and RQ3 (Creswell, 2018; Ary et al., 2014). Interviews, audio-recorded and transcribed, underwent structural coding by research questions and EST elements (e.g., “Motivation,” “Microsystem,” “Challenges”), followed by thematic pattern analysis (Saldana, 2013; Bronfenbrenner, 1979). Access to sites was secured through school gatekeepers via email, with initial meetings introducing the study’s purpose and voluntary participation. This integration leveraged quantitative breadth for tendencies and qualitative depth for nuanced views, addressing gaps in prior Kazakhstan-focused research concentrated in central/northern regions, while acknowledging qualitative sampling limits on generalizability (Greene et al., 1989; Toyon, 2021; Blaxter et al., 2010). Conclusions, Expected Outcomes or Findings This study investigated factors shaping eleventh-grade students' decisions to pursue international education in Western Kazakhstan, employing a mixed-methods design with 84 survey participants and 4 in-depth interviews, analyzed through Bronfenbrenner's Ecological Systems Theory (EST). Microsystem elements emerged as primary influencers: family and parents provided pivotal emotional, financial, and logistical support, aligning with literature emphasizing parental approval and resources (Hurd, 2016; Porter & Porter, 2020; Chenoweth & Galliher, 2004). Teachers and career advisors, particularly in private schools, inspired via personal abroad narratives—like Diana's English teacher's stories—reinforcing mesosystem interactions (Đurišić & Bunijevac, 2017). Extracurriculars engaged 61% of respondents for portfolio enhancement, cultivating global skills and perspectives through debate clubs, Model UN, and exchanges (Luo & Jamieson-Drake, 2015; Kingery & Erdley, 2007). Peers exerted indirect influence as information sharers (9% direct impact), prioritizing personal goals over social pressure (Ke et al., 2022; Lingo et al., 2018). Gender proved insignificant, attributed to average-to-high socio-economic status mitigating traditional disparities (contra Houston, 2017; Hovdhaugen & Wiers-Jenssen, 2023; Rispel et al., 2019). Exosystem dynamics highlighted socio-economic background and scholarships as enablers—86% deemed financial aid essential—bridging gaps for first-generation students across public and private schools (Salisbury et al., 2011; King, 2010). Macrosystem factors included cultural openness and language proficiency (61% valued abroad study, yet only 22% prepared via IELTS/TOEFL/SAT), alongside climate and political stability deterring 61% amid safety concerns (Chenoweth & Galliher, 2004; Voekl, 1993). Chronosystem evolution reflected shifting motivations from diplomatic to multifaceted drivers like visas and online options (King et al., 2012; Bista, 2021). Overall, proximal supports (family, educators, activities) dominate, with distal finances and contexts enabling aspirations, informing targeted interventions for equitable access. References Bronfenbrenner, U, 2005, Making human beings human: Bio-ecological perspectives on human development, London: Sage Publications83 Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American psychologist, 32(7), 513. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press. Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Adolescents and their families, 1-20. Bronfenbrenner, U. (1995). The bioecological model from a life course perspective: Reflections of a participant observer. Chenoweth, E., & Galliher, R. V. (2004). Factors influencing college aspirations of rural West Virginia high school students. Journal of research in rural education, 19(2), 1-1 Creswell, J. W. (2012). Educational research. London: Pearson. Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Harlow, Essex: Pearson. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. National Bureau of Statistics. (n.d.). National Open Database of Education. Retrieved from https://nobd-analytics.iac.kz/login/index.php O'Dwyer, L. M., & Bernauer, J. A. (2013). Quantitative research for the qualitative researcher. SAGE publications. OECD. (2018). Education at a glance 2018: OECD indicators. Paris: OECD Publishing. doi: 10.1787/eag-2018-en The Center of Bologna Process and Academic Mobility in the Republic of Kazakhstan, The report on the implementation of Bologna process in the Republic of Kazakhstan. Analytical report. Astana, (2018). UNESCO Institute for Statistics. (2020). Global flow of tertiary-level students. Retrieved from https://uis.unesco.org/en/uis-student-flow | ||