Maria Aleksandrovich Livres

Educators encounter daily insights and questions that reveal how students engage in learning and how new ideas can enhance outcomes. When challenges arise, rethinking pedagogical approaches becomes essential for student success. This volume features contributions from an international team of authors who explore paradoxes and share insights to encourage reflection on educational practices. The collection addresses various phases of learning, discussing topics such as instructional scaffolding in kindergarten, understanding transitions through children’s voices, and youth participation in developing sex education curricula. It also examines delivering crisis assistance to university students and staff during conflicts, utilizing augmented reality for transformative learning, co-creating university practices with staff and students, and implementing inclusive practices to support international postgraduate students. This comprehensive collection appeals to teachers, headmasters, education stakeholders, and others engaged in diverse educational contexts, offering valuable perspectives to enhance pedagogy and support student learning.

Inclusive Education: Definition and Conceptual Framework is a recourse for the readers who would like to learn more about the background of inclusion and diversity in higher education in Flanders, Germany, Greece, Poland, Turkiye and the the UK. Rather than the differences, the authors wanted to discuss the common ground of how inclusive education will make higher education more functional for both students and teachers. This book is an intellectual output of the European Project JOINME2 “Promoting Inclusive Education in Tertiary Level” aiming at equipping Higher Education (HE) instructors with the necessary competencies in equality and diversity to promote a learning environment which is more inclusive and therefore more effective because only then does a conversation about real education become possible.