The integration of information and communication technology (ICT) in language teaching and learni... more The integration of information and communication technology (ICT) in language teaching and learning holds significant potential to revolutionize traditional educational practices and environments. This article explores the utilization of mobile devices, gamification, tools like Duolingo, virtual reality, augmented reality, and artificial intelligence in language education, highlighting both the benefits and challenges associated with these technologies. These tools can enhance accessibility, engagement, personalization and facilitate collaboration between students and teachers. However, their effective implementation requires both educators and learners to cultivate specific digital competencies to ensure their use is pedagogically advantageous and ethically sound. Consequently, addressing these challenges is crucial for maximizing the educational potential of ICT in language learning.
The aim of this study is to describe and discuss the unique motivational characteristics of adult... more The aim of this study is to describe and discuss the unique motivational characteristics of adult immigrants and refugees learning Greek as a second language, characteristics related to the concept of investment in second language learning, based on the results of a qualitative study carried out in non-formal educational settings. Seventeen (17) participants attending Greek lessons in non-formal educational settings in Athens, Greece, were interviewed through semi-structured interviews. The data obtained was analysed using thematic analysis. The students were asked about the reasons they are learning Greek and what motivates them to invest in studying the language. The results of the thematic analysis show that the main motives driving the participants to invest in learning Greek in the research settings were threefold: instrumental, integrative and related to the L2 learning environment. Learning Greek was considered as a chance that could lead to greater job opportunities, empowerment and greater integration into the host society. Additionally, the results highlight the fact that the atmosphere in the specific educational settings being very friendly and relaxed was very important for the participants and enhanced their desire to invest in learning Greek in the specific settings. Finally, the social aspect was also significant for the immigrants and refugees, who considered participation in the classes as a means of greater socialisation with both locals and other immigrants. The study highlights that non-formal settings are better suited to migrants/refugees’ learning needs and can promote the social inclusion of vulnerable groups and their integration into the host society.
European Journal of Literature, Language and Linguistics Studies, 2024
The provision of Greek language education to diverse and multilingual groups has become increasin... more The provision of Greek language education to diverse and multilingual groups has become increasingly important, especially in light of the recent refugee crisis. This study explores the teaching strategies used in non-formal educational settings for refugee and migrant children, with a particular focus on the role of their first language (L1) and the importance of intercultural education. It also seeks to identify the challenges teachers face in these non-formal environments. Nine (9) teachers who specialize in non-formal education and teach Greek to refugee and migrant children participated in the study. The data was collected through semistructured interviews and analyzed using thematic analysis. The findings show that teachers use a variety of teaching methods, favoring communicative and student-centered approaches. Although the importance of multicultural education and translanguaging practices was recognized, they were not fully implemented. The study also examines the challenges educators face in their teaching in these settings. These include issues like irregular attendance, cultural and practical factors, mental health problems, language barriers, and varying levels of prior education.
European Journal of Applied Linguistic Studies 6 (2), pp. 168-189, 2023
In this article, I examine the views of asylum seekers with limited schooling experience who atte... more In this article, I examine the views of asylum seekers with limited schooling experience who attend classes in Greek as a second language, and their teachers, who volunteer in a non-profit organization, using semi-structured interviews. I discuss the role of language in the social inclusion of refugees in a non-formal educational setting and how it affects their motivation to learn the Greek language. Attending classes in a non-formal setting seems to lead to greater social inclusion, broadening the students' relationships with other immigrants/refugees and their instructors. Social skills in communication and interaction between themselves and also other people are enhanced.
For immigrants/refugees, it is important to learn the language of their host country and to famil... more For immigrants/refugees, it is important to learn the language of their host country and to familiarize themselves with its culture. This is closely related to the intercultural competence not only of the immigrant/refugee students but also of their instructors. The present study attempts to examine the attitudes of instructors who teach Greek in non-formal educational settings regarding the importance of intercultural competence and the approaches they use. The findings show that, although the instructors have very positive attitudes toward intercultural competence, multiculturalism and multilingualism, in practice they do not really adopt intercultural practices. Article visualizations:
Environmental training is gaining momentum in European school education, often starting early on ... more Environmental training is gaining momentum in European school education, often starting early on at the primary level. This is partly a result of elevated global awareness on the importance of education towards the development of environmentally aware future citizens. National level curricula in most European countries include high level objectives on environmental education as, for example, building respect towards the living world. However, input from the field demonstrates a lack of supporting deployment guidelines, applied learning activities, and tools especially in digital form. This paper presents an explorative and collaborative learning framework that takes advantage of virtual experimentation towards the development of environmental responsibility skills among young children. To ensure effective adoption, the proposed learning methodology builds upon existing school practices on in-class collaboration and project-based learning taking them a step further through virtual ex...
Σκοπός της διατριβής ήταν να διερευνηθεί η διδασκαλία της ελληνικής γλώσσας σε ενήλικες μετανάστε... more Σκοπός της διατριβής ήταν να διερευνηθεί η διδασκαλία της ελληνικής γλώσσας σε ενήλικες μετανάστες/ριες-πρόσφυγες στο πλαίσιο δομών μη-τυπικής εκπαίδευσης και να συζητηθεί ο βαθμός που αυτή ανταποκρίνεται στις ανάγκες των εκπαιδευόμενων με μεταναστευτική εμπειρία. Διερευνήθηκε ο βαθμός αξιοποίησης εκ μέρους των εκπαιδευτών/τριών της υβριδικής ταυτότητας των εκπαιδευομένων και οι παράγοντες που ώθησαν τη συμμετοχή των μεταναστών/τριών και προσφύγων στην παρακολούθηση των μαθημάτων στις συγκεκριμένες δομές. Παράλληλα διερευνήθηκαν τα κίνητρα των εκπαιδευτών/τριών που διδάσκουν σε αυτές και η γλωσσοδιδακτική τους προσέγγιση αναφορικά με τη διδασκαλία της ελληνικής ως Γ2. Η έρευνα βασίστηκε σε ποιοτικές μεθόδους ανάλυσης δεδομένων, αξιοποιώντας δεδομένα από ημι-δομημένες συνεντεύξεις με εκπαιδευτές/τριες και εκπαιδευόμενους/ες, από την παρατήρηση διδασκαλιών σε δομές μη-τυπικής εκπαίδευσης και από το ερευνητικό ημερολόγιο της ερευνήτριας αναφορικά με θέματα της ερευνητικής και διδακτική...
International e-Journal of Educational Studies, 2019
Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece du... more Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece during the school year 2016-2017, as a result of the need of refugee children to participate in formal education either in the refugee reception centers or in school units, with the purpose of their educational integration. The aim of this study is to examine the process and criteria with which teachers in RFREs were chosen and the training they received. The research participants were seven teachers and one Refugee Education Coordinator (REC) in the cities of Volos and Larisa, Greece. Through semi-structured interviews, the participants expressed the challenges they faced which resulted from receiving insufficient training in teaching refugee children. Based on the study findings, it can be concluded that the lack of training of teachers working in RFREs causes multiple problems, which impede educational procedures. It was found that the teachers were not able to successfully approach their refugee students so as to create the prerequisites for the children to be smoothly integrated into the Greek educational system. Lack of skills for students' psychological support and communication difficulties due to lack of a language of mediation also causes many issues which obstruct the educational process.
Οι ΔΥΕΠ λειτούργησαν για πρώτη φορά το σχολικό έτος 2016-2017, ως αποτέλεσμα της προσφυγικής κρίσ... more Οι ΔΥΕΠ λειτούργησαν για πρώτη φορά το σχολικό έτος 2016-2017, ως αποτέλεσμα της προσφυγικής κρίσης, είτε εντός των κέντρων φιλοξενίας προσφύγων είτε εντός των σχολικών μονάδων, με σκοπό την εκπαιδευτική ένταξη των προσφυγοπαίδων. Η παρούσα έρευνα, επιχειρώντας να εξετάσει αφενός τη διαδικασία και τα κριτήρια στελέχωσης των ΔΥΕΠ, αφετέρου δε τον τρόπο εκπαίδευσης και επιμόρφωσης των εκπαιδευτικών, συλλέγει δεδομένα με το ερευνητικό εργαλείο των ημιδομημένων συνεντεύξεων με εκπαιδευτικούς και συντονιστές των ΔΥΕΠ που λειτούργησαν στον Βόλο και στη Λάρισα. Η εν λόγω έρευνα εξετάζει τα προβλήματα και τις προκλήσεις που ανακύπτουν από την ελλιπή εκπαίδευση και επιμόρφωση των εκπαιδευτικών.
International e-Journal of Educational Studies, 2020
Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece du... more Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece during the school year 2016-2017, as a result of the need of refugee children to participate in formal education either in the refugee reception centers or in school units, with the purpose of their educational integration. The aim of this study is to examine the process and criteria with which teachers in RFREs were chosen and the training they received. The research participants were seven teachers and one Refugee Education Coordinator (REC) in the cities of Volos and Larisa, Greece. Through semi-structured interviews, the participants expressed the challenges they faced which resulted from receiving insufficient training in teaching refugee children. Based on the study findings, it can be concluded that the lack of training of teachers working in RFREs causes multiple problems, which impede educational procedures. It was found that the teachers were not able to successfully approach their refugee students so as to create the prerequisites for the children to be smoothly integrated into the Greek educational system. Lack of skills for students' psychological support and communication difficulties due to lack of a language of mediation also causes many issues which obstruct the educational process.
Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece du... more Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece during the school year 2016-2017, as a result of the need of refugee children to participate in formal education either in the refugee reception centers or in school units, with the purpose of their educational integration. The aim of this study is to examine the process and criteria with which teachers in RFREs were chosen and the training they received. The research participants were seven teachers and one Refugee Education Coordinator (REC) in the cities of Volos and Larisa, Greece. Through semi-structured interviews, the participants expressed the challenges they faced which resulted from receiving insufficient training in teaching refugee children. Based on the study findings, it can be concluded that the lack of training of teachers working in RFREs causes multiple problems, which impede educational procedures. It was found that the teachers were not able to successfully approach their refugee students so as to create the prerequisites for the children to be smoothly integrated into the Greek educational system. Lack of skills for students' psychological support and communication difficulties due to lack of a language of mediation also causes many issues which obstruct the educational process.
In modern Greece, the issue of the integration of immigrants through the dominant language, Greek... more In modern Greece, the issue of the integration of immigrants through the dominant language, Greek, is crucial. This research, through qualitative methods, recorded the elements which influence the process of learning the Greek language by immigrants from Afghanistan. A semi-structured interview in conjunction with a questionnaire in Greek in a non-random group of immigrants was used for the research. According to the results of the research, attitudes together with personal motives of the participants for learning the target language were very important factors for their socialization and integration in Greek society.
At the end of the 19th, and especially during the 20th century, a lot of people from countries in... more At the end of the 19th, and especially during the 20th century, a lot of people from countries in the South of Europe, including Greece, emigrated to other European countries, the US or Australia. In the past two decades, however, countries like Greece have been transformed into host countries, originally accepting immigrants from the former Soviet Union and later from different countries of Africa and Asia. In modern Greece, the integration of immigrants is an issue of great importance. The role of learning the language spoken in the country, Greek, is very important so that the process of integration will be facilitated. This study examines, through qualitative methods, the factors which influence the process of learning the Greek language by immigrants from Afghanistan. A semi-structured interview in Greek in a non-random group of immigrants was used. According to the results of the study, attitudes, along with personal motives of the participants for learning the target language appeared to be very important factors for their socialization and integration in the Greek society.
Environmental training is gaining momentum in European school education, often starting early on ... more Environmental training is gaining momentum in European school education, often starting early on at the primary level. This is partly a result of elevated global awareness on the importance of education towards the development of environmentally aware future citizens. National level curricula in most European countries include high level objectives on environmental education as, for example, building respect towards the living world. However, input from the field demonstrates a lack of supporting deployment guidelines, applied learning activities, and tools especially in digital form. This paper presents an explorative and collaborative learning framework that takes advantage of virtual experimentation towards the development of environmental responsibility skills among young children. To ensure effective adoption, the proposed learning methodology builds upon existing school practices on in-class collaboration and project-based learning taking them a step further through virtual experiments. The approach is designed for deployment in wider blended learning scenarios that integrate in-class instruction, on-line learning, and site visits. Game-based, story-telling, and project-based didactical methodologies are combined towards the development of virtual on-line learning experiments that take advantage of children's natural curiosity to contribute towards the development of critical minds through exploration of alternative solutions and a focus on impact of actions. Mostly graphical interfaces hide underlying computational complexity that is not appropriate for the targeted age group; at the same time they help overcome language barriers promoting European wide deployment of proposed methodologies and tools. The proposed learning activities do not aim to replace existing environmental education practices; instead, they are designed as complementary tools that help enrich in-class instruction. Early validation based on proof-of-concept virtual demonstrators on natural resource management, energy, and pollution have demonstrated positive reaction among teachers and learners on the tools which promote learner engagement and help children build upon each other's knowledge through collaboration under teacher mediation.
The need to change everyday behavior and educate students of all levels towards more environmenta... more The need to change everyday behavior and educate students of all levels towards more environmentally friendly practices has been gaining momentum over the last years. While the global community is more sensitive than a few years ago on the effects of human activities to the environment, many still consider the issue as one of the future as opposed to today. In other words, acceptance of environmentally friendly initiatives is still low, often facing resistance by local communities and pointing to the urgent need for environmental education, especially targeting the next generation. While environmental curricula guidelines for primary education exist in many European countries, teachers in the field point to substantial lack of supporting educational content, especially in digital form. This paper presents explorative and collaborative learning methodologies that deploy virtual experimentation, educational games, storytelling, and project-based approaches aiming to raise awareness on environmental sustainability among primary school children. The proposed learning activities and virtual experiments aim to complement and enhance existing environmental educational practices in primary schools in the context of blended learning that combines traditional in-class instruction, on-line work, collaboration, and site visits. Early validation demonstrates positive teacher and learner reaction and easy integration of the methodologies.
L’article présente un projet visant à la conception et à la mise en œuvre de l’enseignement du gr... more L’article présente un projet visant à la conception et à la mise en œuvre de l’enseignement du grec aux immigrés parents d’élèves de l’enseignement obligatoire. L'objectif spécifique du projet a été de développer chez les parents immigrés des compétences nécessaires pour une communication efficace avec l’école de leurs enfants, de sorte que l'intégration linguistique, éducative et sociale des familles immigrées dans la société grecque soit facilitée. Τrois laboratoires de recherche de l'Université de Thessalie –en Grèce centrale- ont participé à ce projet interdisciplinaire impliquant des anthropologues sociaux, des didacticiens et des professeurs de langues vivantes. Les résultats de la recherche ethnographique concernant les besoins des apprenants ont fortement conditionné le contenu d’apprentissage et la méthodologie de l’enseignement : le type de tâches pédagogiques et leurs domaines de référence, les situations particulières et les supports didactiques. Nous présenterons ici le processus de l’exploitation de l’analyse des besoins et discuterons son application au développement des dispositifs didactiques
The integration of information and communication technology (ICT) in language teaching and learni... more The integration of information and communication technology (ICT) in language teaching and learning holds significant potential to revolutionize traditional educational practices and environments. This article explores the utilization of mobile devices, gamification, tools like Duolingo, virtual reality, augmented reality, and artificial intelligence in language education, highlighting both the benefits and challenges associated with these technologies. These tools can enhance accessibility, engagement, personalization and facilitate collaboration between students and teachers. However, their effective implementation requires both educators and learners to cultivate specific digital competencies to ensure their use is pedagogically advantageous and ethically sound. Consequently, addressing these challenges is crucial for maximizing the educational potential of ICT in language learning.
The aim of this study is to describe and discuss the unique motivational characteristics of adult... more The aim of this study is to describe and discuss the unique motivational characteristics of adult immigrants and refugees learning Greek as a second language, characteristics related to the concept of investment in second language learning, based on the results of a qualitative study carried out in non-formal educational settings. Seventeen (17) participants attending Greek lessons in non-formal educational settings in Athens, Greece, were interviewed through semi-structured interviews. The data obtained was analysed using thematic analysis. The students were asked about the reasons they are learning Greek and what motivates them to invest in studying the language. The results of the thematic analysis show that the main motives driving the participants to invest in learning Greek in the research settings were threefold: instrumental, integrative and related to the L2 learning environment. Learning Greek was considered as a chance that could lead to greater job opportunities, empowerment and greater integration into the host society. Additionally, the results highlight the fact that the atmosphere in the specific educational settings being very friendly and relaxed was very important for the participants and enhanced their desire to invest in learning Greek in the specific settings. Finally, the social aspect was also significant for the immigrants and refugees, who considered participation in the classes as a means of greater socialisation with both locals and other immigrants. The study highlights that non-formal settings are better suited to migrants/refugees’ learning needs and can promote the social inclusion of vulnerable groups and their integration into the host society.
European Journal of Literature, Language and Linguistics Studies, 2024
The provision of Greek language education to diverse and multilingual groups has become increasin... more The provision of Greek language education to diverse and multilingual groups has become increasingly important, especially in light of the recent refugee crisis. This study explores the teaching strategies used in non-formal educational settings for refugee and migrant children, with a particular focus on the role of their first language (L1) and the importance of intercultural education. It also seeks to identify the challenges teachers face in these non-formal environments. Nine (9) teachers who specialize in non-formal education and teach Greek to refugee and migrant children participated in the study. The data was collected through semistructured interviews and analyzed using thematic analysis. The findings show that teachers use a variety of teaching methods, favoring communicative and student-centered approaches. Although the importance of multicultural education and translanguaging practices was recognized, they were not fully implemented. The study also examines the challenges educators face in their teaching in these settings. These include issues like irregular attendance, cultural and practical factors, mental health problems, language barriers, and varying levels of prior education.
European Journal of Applied Linguistic Studies 6 (2), pp. 168-189, 2023
In this article, I examine the views of asylum seekers with limited schooling experience who atte... more In this article, I examine the views of asylum seekers with limited schooling experience who attend classes in Greek as a second language, and their teachers, who volunteer in a non-profit organization, using semi-structured interviews. I discuss the role of language in the social inclusion of refugees in a non-formal educational setting and how it affects their motivation to learn the Greek language. Attending classes in a non-formal setting seems to lead to greater social inclusion, broadening the students' relationships with other immigrants/refugees and their instructors. Social skills in communication and interaction between themselves and also other people are enhanced.
For immigrants/refugees, it is important to learn the language of their host country and to famil... more For immigrants/refugees, it is important to learn the language of their host country and to familiarize themselves with its culture. This is closely related to the intercultural competence not only of the immigrant/refugee students but also of their instructors. The present study attempts to examine the attitudes of instructors who teach Greek in non-formal educational settings regarding the importance of intercultural competence and the approaches they use. The findings show that, although the instructors have very positive attitudes toward intercultural competence, multiculturalism and multilingualism, in practice they do not really adopt intercultural practices. Article visualizations:
Environmental training is gaining momentum in European school education, often starting early on ... more Environmental training is gaining momentum in European school education, often starting early on at the primary level. This is partly a result of elevated global awareness on the importance of education towards the development of environmentally aware future citizens. National level curricula in most European countries include high level objectives on environmental education as, for example, building respect towards the living world. However, input from the field demonstrates a lack of supporting deployment guidelines, applied learning activities, and tools especially in digital form. This paper presents an explorative and collaborative learning framework that takes advantage of virtual experimentation towards the development of environmental responsibility skills among young children. To ensure effective adoption, the proposed learning methodology builds upon existing school practices on in-class collaboration and project-based learning taking them a step further through virtual ex...
Σκοπός της διατριβής ήταν να διερευνηθεί η διδασκαλία της ελληνικής γλώσσας σε ενήλικες μετανάστε... more Σκοπός της διατριβής ήταν να διερευνηθεί η διδασκαλία της ελληνικής γλώσσας σε ενήλικες μετανάστες/ριες-πρόσφυγες στο πλαίσιο δομών μη-τυπικής εκπαίδευσης και να συζητηθεί ο βαθμός που αυτή ανταποκρίνεται στις ανάγκες των εκπαιδευόμενων με μεταναστευτική εμπειρία. Διερευνήθηκε ο βαθμός αξιοποίησης εκ μέρους των εκπαιδευτών/τριών της υβριδικής ταυτότητας των εκπαιδευομένων και οι παράγοντες που ώθησαν τη συμμετοχή των μεταναστών/τριών και προσφύγων στην παρακολούθηση των μαθημάτων στις συγκεκριμένες δομές. Παράλληλα διερευνήθηκαν τα κίνητρα των εκπαιδευτών/τριών που διδάσκουν σε αυτές και η γλωσσοδιδακτική τους προσέγγιση αναφορικά με τη διδασκαλία της ελληνικής ως Γ2. Η έρευνα βασίστηκε σε ποιοτικές μεθόδους ανάλυσης δεδομένων, αξιοποιώντας δεδομένα από ημι-δομημένες συνεντεύξεις με εκπαιδευτές/τριες και εκπαιδευόμενους/ες, από την παρατήρηση διδασκαλιών σε δομές μη-τυπικής εκπαίδευσης και από το ερευνητικό ημερολόγιο της ερευνήτριας αναφορικά με θέματα της ερευνητικής και διδακτική...
International e-Journal of Educational Studies, 2019
Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece du... more Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece during the school year 2016-2017, as a result of the need of refugee children to participate in formal education either in the refugee reception centers or in school units, with the purpose of their educational integration. The aim of this study is to examine the process and criteria with which teachers in RFREs were chosen and the training they received. The research participants were seven teachers and one Refugee Education Coordinator (REC) in the cities of Volos and Larisa, Greece. Through semi-structured interviews, the participants expressed the challenges they faced which resulted from receiving insufficient training in teaching refugee children. Based on the study findings, it can be concluded that the lack of training of teachers working in RFREs causes multiple problems, which impede educational procedures. It was found that the teachers were not able to successfully approach their refugee students so as to create the prerequisites for the children to be smoothly integrated into the Greek educational system. Lack of skills for students' psychological support and communication difficulties due to lack of a language of mediation also causes many issues which obstruct the educational process.
Οι ΔΥΕΠ λειτούργησαν για πρώτη φορά το σχολικό έτος 2016-2017, ως αποτέλεσμα της προσφυγικής κρίσ... more Οι ΔΥΕΠ λειτούργησαν για πρώτη φορά το σχολικό έτος 2016-2017, ως αποτέλεσμα της προσφυγικής κρίσης, είτε εντός των κέντρων φιλοξενίας προσφύγων είτε εντός των σχολικών μονάδων, με σκοπό την εκπαιδευτική ένταξη των προσφυγοπαίδων. Η παρούσα έρευνα, επιχειρώντας να εξετάσει αφενός τη διαδικασία και τα κριτήρια στελέχωσης των ΔΥΕΠ, αφετέρου δε τον τρόπο εκπαίδευσης και επιμόρφωσης των εκπαιδευτικών, συλλέγει δεδομένα με το ερευνητικό εργαλείο των ημιδομημένων συνεντεύξεων με εκπαιδευτικούς και συντονιστές των ΔΥΕΠ που λειτούργησαν στον Βόλο και στη Λάρισα. Η εν λόγω έρευνα εξετάζει τα προβλήματα και τις προκλήσεις που ανακύπτουν από την ελλιπή εκπαίδευση και επιμόρφωση των εκπαιδευτικών.
International e-Journal of Educational Studies, 2020
Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece du... more Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece during the school year 2016-2017, as a result of the need of refugee children to participate in formal education either in the refugee reception centers or in school units, with the purpose of their educational integration. The aim of this study is to examine the process and criteria with which teachers in RFREs were chosen and the training they received. The research participants were seven teachers and one Refugee Education Coordinator (REC) in the cities of Volos and Larisa, Greece. Through semi-structured interviews, the participants expressed the challenges they faced which resulted from receiving insufficient training in teaching refugee children. Based on the study findings, it can be concluded that the lack of training of teachers working in RFREs causes multiple problems, which impede educational procedures. It was found that the teachers were not able to successfully approach their refugee students so as to create the prerequisites for the children to be smoothly integrated into the Greek educational system. Lack of skills for students' psychological support and communication difficulties due to lack of a language of mediation also causes many issues which obstruct the educational process.
Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece du... more Greek Reception Facilities for Refugee Education (RFREs) operated for the first time in Greece during the school year 2016-2017, as a result of the need of refugee children to participate in formal education either in the refugee reception centers or in school units, with the purpose of their educational integration. The aim of this study is to examine the process and criteria with which teachers in RFREs were chosen and the training they received. The research participants were seven teachers and one Refugee Education Coordinator (REC) in the cities of Volos and Larisa, Greece. Through semi-structured interviews, the participants expressed the challenges they faced which resulted from receiving insufficient training in teaching refugee children. Based on the study findings, it can be concluded that the lack of training of teachers working in RFREs causes multiple problems, which impede educational procedures. It was found that the teachers were not able to successfully approach their refugee students so as to create the prerequisites for the children to be smoothly integrated into the Greek educational system. Lack of skills for students' psychological support and communication difficulties due to lack of a language of mediation also causes many issues which obstruct the educational process.
In modern Greece, the issue of the integration of immigrants through the dominant language, Greek... more In modern Greece, the issue of the integration of immigrants through the dominant language, Greek, is crucial. This research, through qualitative methods, recorded the elements which influence the process of learning the Greek language by immigrants from Afghanistan. A semi-structured interview in conjunction with a questionnaire in Greek in a non-random group of immigrants was used for the research. According to the results of the research, attitudes together with personal motives of the participants for learning the target language were very important factors for their socialization and integration in Greek society.
At the end of the 19th, and especially during the 20th century, a lot of people from countries in... more At the end of the 19th, and especially during the 20th century, a lot of people from countries in the South of Europe, including Greece, emigrated to other European countries, the US or Australia. In the past two decades, however, countries like Greece have been transformed into host countries, originally accepting immigrants from the former Soviet Union and later from different countries of Africa and Asia. In modern Greece, the integration of immigrants is an issue of great importance. The role of learning the language spoken in the country, Greek, is very important so that the process of integration will be facilitated. This study examines, through qualitative methods, the factors which influence the process of learning the Greek language by immigrants from Afghanistan. A semi-structured interview in Greek in a non-random group of immigrants was used. According to the results of the study, attitudes, along with personal motives of the participants for learning the target language appeared to be very important factors for their socialization and integration in the Greek society.
Environmental training is gaining momentum in European school education, often starting early on ... more Environmental training is gaining momentum in European school education, often starting early on at the primary level. This is partly a result of elevated global awareness on the importance of education towards the development of environmentally aware future citizens. National level curricula in most European countries include high level objectives on environmental education as, for example, building respect towards the living world. However, input from the field demonstrates a lack of supporting deployment guidelines, applied learning activities, and tools especially in digital form. This paper presents an explorative and collaborative learning framework that takes advantage of virtual experimentation towards the development of environmental responsibility skills among young children. To ensure effective adoption, the proposed learning methodology builds upon existing school practices on in-class collaboration and project-based learning taking them a step further through virtual experiments. The approach is designed for deployment in wider blended learning scenarios that integrate in-class instruction, on-line learning, and site visits. Game-based, story-telling, and project-based didactical methodologies are combined towards the development of virtual on-line learning experiments that take advantage of children's natural curiosity to contribute towards the development of critical minds through exploration of alternative solutions and a focus on impact of actions. Mostly graphical interfaces hide underlying computational complexity that is not appropriate for the targeted age group; at the same time they help overcome language barriers promoting European wide deployment of proposed methodologies and tools. The proposed learning activities do not aim to replace existing environmental education practices; instead, they are designed as complementary tools that help enrich in-class instruction. Early validation based on proof-of-concept virtual demonstrators on natural resource management, energy, and pollution have demonstrated positive reaction among teachers and learners on the tools which promote learner engagement and help children build upon each other's knowledge through collaboration under teacher mediation.
The need to change everyday behavior and educate students of all levels towards more environmenta... more The need to change everyday behavior and educate students of all levels towards more environmentally friendly practices has been gaining momentum over the last years. While the global community is more sensitive than a few years ago on the effects of human activities to the environment, many still consider the issue as one of the future as opposed to today. In other words, acceptance of environmentally friendly initiatives is still low, often facing resistance by local communities and pointing to the urgent need for environmental education, especially targeting the next generation. While environmental curricula guidelines for primary education exist in many European countries, teachers in the field point to substantial lack of supporting educational content, especially in digital form. This paper presents explorative and collaborative learning methodologies that deploy virtual experimentation, educational games, storytelling, and project-based approaches aiming to raise awareness on environmental sustainability among primary school children. The proposed learning activities and virtual experiments aim to complement and enhance existing environmental educational practices in primary schools in the context of blended learning that combines traditional in-class instruction, on-line work, collaboration, and site visits. Early validation demonstrates positive teacher and learner reaction and easy integration of the methodologies.
L’article présente un projet visant à la conception et à la mise en œuvre de l’enseignement du gr... more L’article présente un projet visant à la conception et à la mise en œuvre de l’enseignement du grec aux immigrés parents d’élèves de l’enseignement obligatoire. L'objectif spécifique du projet a été de développer chez les parents immigrés des compétences nécessaires pour une communication efficace avec l’école de leurs enfants, de sorte que l'intégration linguistique, éducative et sociale des familles immigrées dans la société grecque soit facilitée. Τrois laboratoires de recherche de l'Université de Thessalie –en Grèce centrale- ont participé à ce projet interdisciplinaire impliquant des anthropologues sociaux, des didacticiens et des professeurs de langues vivantes. Les résultats de la recherche ethnographique concernant les besoins des apprenants ont fortement conditionné le contenu d’apprentissage et la méthodologie de l’enseignement : le type de tâches pédagogiques et leurs domaines de référence, les situations particulières et les supports didactiques. Nous présenterons ici le processus de l’exploitation de l’analyse des besoins et discuterons son application au développement des dispositifs didactiques
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Papers by Marina Mogli
group of immigrants was used for the research. According to the results of the research, attitudes together with personal motives of the participants for learning the target language were very important factors for their socialization and integration in Greek society.
environment, many still consider the issue as one of the future as opposed to today. In other words, acceptance of environmentally friendly
initiatives is still low, often facing resistance by local communities and pointing to the urgent need for environmental education, especially targeting the next generation. While environmental curricula guidelines for primary education exist in many European countries,
teachers in the field point to substantial lack of supporting educational
content, especially in digital form.
This paper presents explorative and collaborative learning methodologies that deploy virtual experimentation, educational games, storytelling, and project-based approaches aiming to raise awareness on
environmental sustainability among primary school children. The proposed learning activities and virtual experiments aim to complement and enhance existing environmental educational practices in primary schools in the context of blended learning that combines traditional in-class instruction, on-line work, collaboration, and site visits. Early validation demonstrates positive teacher and learner reaction and easy integration of the methodologies.
group of immigrants was used for the research. According to the results of the research, attitudes together with personal motives of the participants for learning the target language were very important factors for their socialization and integration in Greek society.
environment, many still consider the issue as one of the future as opposed to today. In other words, acceptance of environmentally friendly
initiatives is still low, often facing resistance by local communities and pointing to the urgent need for environmental education, especially targeting the next generation. While environmental curricula guidelines for primary education exist in many European countries,
teachers in the field point to substantial lack of supporting educational
content, especially in digital form.
This paper presents explorative and collaborative learning methodologies that deploy virtual experimentation, educational games, storytelling, and project-based approaches aiming to raise awareness on
environmental sustainability among primary school children. The proposed learning activities and virtual experiments aim to complement and enhance existing environmental educational practices in primary schools in the context of blended learning that combines traditional in-class instruction, on-line work, collaboration, and site visits. Early validation demonstrates positive teacher and learner reaction and easy integration of the methodologies.