Beyond borders: educating third-culture children in a globalised world

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60460709%3A41600%2F25%3A101747" target="_blank" >RIV/60460709:41600/25:101747 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/03004279.2025.2483965?scroll=top&needAccess=true" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/03004279.2025.2483965?scroll=top&needAccess=true</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/03004279.2025.2483965" target="_blank" >10.1080/03004279.2025.2483965</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Beyond borders: educating third-culture children in a globalised world

Popis výsledku v původním jazyce

This study examines the educational adaptation of Third-Culture Kids (TCKs) – children raised in cultures different from their parents due to globalisation. Despite their growing presence in national education systems, research on TCKs outside English-speaking contexts remains scarce. This study explores how transnational mobility shapes their learning and social experience, the challenges educators face, and effective pedagogical strategies for fostering inclusion. Using a qualitative ethnographic approach, data were collected through classroom observations and interviews with TCKs, educators, and school counsellors in primary schools. Findings reveal that structured bilingual education and peer mentorship significantly improve academic participation and foster social belonging, while differentiated instruction supports engagement among pupils with diverse linguistic backgrounds. While schools help mitigate cultural marginality, inconsistent policy implementation remains a barrier. Findings emphasise the necessity of systematic bilingual support and intercultural teacher preparation to enhance TCKs’ educational success.

Název v anglickém jazyce

Beyond borders: educating third-culture children in a globalised world

Popis výsledku anglicky

This study examines the educational adaptation of Third-Culture Kids (TCKs) – children raised in cultures different from their parents due to globalisation. Despite their growing presence in national education systems, research on TCKs outside English-speaking contexts remains scarce. This study explores how transnational mobility shapes their learning and social experience, the challenges educators face, and effective pedagogical strategies for fostering inclusion. Using a qualitative ethnographic approach, data were collected through classroom observations and interviews with TCKs, educators, and school counsellors in primary schools. Findings reveal that structured bilingual education and peer mentorship significantly improve academic participation and foster social belonging, while differentiated instruction supports engagement among pupils with diverse linguistic backgrounds. While schools help mitigate cultural marginality, inconsistent policy implementation remains a barrier. Findings emphasise the necessity of systematic bilingual support and intercultural teacher preparation to enhance TCKs’ educational success.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Education 3-13

ISSN

0300-4279

e-ISSN

0300-4279

Svazek periodika

53

Číslo periodika v rámci svazku

7

Stát vydavatele periodika

NO - Norské království

Počet stran výsledku

17

Strana od-do

1-17

Kód UT WoS článku

001469026600001

EID výsledku v databázi Scopus

2-s2.0-105002974987