Providing effective reading instruction is essential for student success - not only in school but also later in life concerning employment, health, and even civic participation (cf. Castles et al. 2018). Developing critical literacy (Comber 2015) also lays the groundwork for a critical stance toward developments and issues in an increasingly digital world. Weaker learners seem to profit from more explicit reading instruction by stressing phonological awareness and multisensory teaching (Kormos & Smith 2024, Gerlach 2019).

In Germany, recent empirical studies (cf. Stanat 2023) in the area of reading in EFL in 9th grade show a widening gap between those students who achieve or exceed the standards (around 60%) and those who do not meet the standards for their 1st school degree (around 24%), also from a socio-economic perspective.

To prepare future EFL teachers for this pressing need to overcome this social gap in the development of reading competencies, we have developed a concept of an inclusive digitally-mediated reading task (Caruso et al. 2021; Eßer et al. 2018; Roters, in preparation). It adheres to the principles of meaning-based communicative language teaching within the framework of a task-based digital storytelling approach. The perspective of digital storytelling is threefold: it is integrated in inclusive tasks, in their lesson planning and part of a digital portfolio in their professional journey from BA to MA. In reflecting upon their specific situations, pre-service teachers will tell their stories about their experiences learning EFL. Pursuing an individual research question on reading may empower pre-service teachers in their reflective practice from early on, allowing them to build up professional growth through research (Roters 2015) and an inclusive mindset (Blume et al. 2021). Results from a content analysis and task examples will be presented considering research on EFL teaching, inclusive language teaching, and concepts of EFL reading competence.

Pakistan is a small yet geographically and culturally varied country that lies in the heart of South East Asia. Although the government activists and organisations exert for a more just and equitable society, social justice remains a significant challenge in Pakistan. Since 2020, the field of software technology and artificial intelligence (AI) have opened wide-ranging opportunities for exploration and invention on a global scale. This research proposal aims to explore the potential of technology and innovation in addressing social injustice. The study will investigate how digital tools, AI, block chain, social media activism and other emerging technologies can be leveraged to promote equity, transparency and inclusivity across various social and educational sectors. While delimiting the research to AI and bias mitigation and social media activism, the study will engage Kimberlé` Crenshaw’s Intersectionality Framework(1989) to examine inequality (e.g race, gender, class) to analyse how technology impacts different groups and address multiple layers of social injustice. Also it will explore the Digital Inclusion Frame work - ensuring that all individuals and communities, including the most disadvantaged-both socially and intellectually etc have an access to and usage to: information and communication. It focuses on access, skills and usage. The research will employ mixed methods approach combining quantitative data analysis with qualitative interviews and case studies. This comprehensive approach will provide a nuanced understanding of the tensions and synergies involved in creating a new social contract for effective education. The 150 samples aged 18-25 years will be collected through random sampling method, belonging to different educational and social strata of the society. The findings will contribute to the development of guidelines and policies that promote a more equitable and inclusive educational landscape

Research aim

The aim of the article is to present the mobile approach to education as an innovative factor of social cohesion. A feature of contemporary society is its mobility. It manifests itself in various forms – spatial and social, virtual and real, voluntary and forced. In a mobile society, education should also be mobile.

Theoretical framework

The article refers to the new mobility paradigm (Sheller and Urry 2006; Urry 2009; Sheller 2018), but also to the transformative paradigm (Mertens 2021). Their common aspect is the perception of mobility as a factor of expected change. Social cohesion can be broadly described as the presence of the following features and attitudes in a given community: shared values, shared experiences, civic participation, mutual help, trust in others, social networks, social order, acceptance of diversity, well-being.

Methods

The paper presents three categories of methods used in the practice of mobile education. These are exploratory walks, study visits and field games with digital elements. Examples of their use in several countries and in different types of educational institutions are presented.

Findings

The review of the mobile approach applications shows that it is beneficial from the point of view of strengthening social cohesion in three dimensions. (1) Axio-normative dimension: Joint actions in the field, in contact with residents, especially the vulnerable ones, with civic organizations and public institutions strengthen the belief in the need for transformative change and personal involvement; (2) Resource dimension: Such practices strengthen the potential for action, knowledge and skills of participants; (3) Relational dimension: Participants establish contacts, get to know people belonging to different social categories.

Relevance to the Conference theme and specific strand

The mobile approach is an innovative way of strengthening social cohesion, including social justice, which is an important aspect of it.

Article 12 of the UNCRC, embedded in Scottish law in 2024, mandates the right of the child to fully participate in decision-making around all matters affecting them. This paper provides a synthesises of literature underpinning principles of effective learner participation through the Drama Curriculum. It proffers a framework to support leadership and evaluation of learner participation and concludes with empirical insights around practice application of the framework through a collaborative inquiry conducted in a secondary school in Scotland.

The qualitative research synthesis is based on analysis of 24 published journal articles from 2011 – 2022, using Reflexive Thematic Analysis, to produce a coherent interpretation, leading to evidence-based recommendations for practice in the form of a framework for learner participation. Empirical insights draw on data from focus groups with teachers and learners involved in the school based collaborate inquiry around the impact of the framework for learner participation in action.

This paper offers specific contribution to the conference theme, Characteristics of Quality Teaching (for a more equitable world). To be equitable, learner participation must be experienced through pedagogical approaches in the classroom. Providing opportunities to develop confidence and participatory skills in a low-risk environment prepares learners for more formal shared decision-making out with the classroom. The collaborative nature of Drama is the most emancipatory aspect. It is a powerful tool for enhancing learner participation as it; dilutes hierarchical power dynamics, encourages intergenerational learning, enables learners to explore issues of social justice, inequality, and discrimination through critical inquiry and empowers them to challenge injustice. Drama provides a safe place to engage learners in authentic participation practices that lead to positive change. This paper highlights the importance of the prominence of Drama in the curriculum if we are to fulfil the aspirations of Article 12 in the UNCRC.