The Personal Learning Environment of Unaccompanied Foreign Minors in Spain
Marina García-Garnica (),
Asunción Martínez-Martínez (),
María Tomé-Fernández () and
Eva M. Olmedo-Moreno ()
Additional contact information
Marina García-Garnica: Universidad de Granada, Cuesta del Hospicio
Asunción Martínez-Martínez: Universidad de Granada, Cuesta del Hospicio
María Tomé-Fernández: Universidad de Granada, Cuesta del Hospicio
Eva M. Olmedo-Moreno: Universidad de Granada, Cuesta del Hospicio
Journal of International Migration and Integration, 2022, vol. 23, issue 4, No 2, 1644 pages
Abstract:
Abstract Spain is one of the countries with the greatest number of unaccompanied foreign minors (UFM) whose educational and social inclusion is a challenge and a priority. The present research considers the use of tools and strategies as fundamental for the inclusion of minors and improvement of their personal learning environment (PLE): self-concept of the learning process, planning and management of this process, and communication and social interaction. Thus, a quantitative, descriptive and cross-sectional study is presented that seeks to answer the question: What perception do unaccompanied foreign minors have of their personal learning environment and what sociodemographic variables influence these perceptions? The sample was formed by a total of 592 UFM aged between 11 and 17 years old. The main finding was that this group perceived their personal learning environment to be characterised by acceptable levels of the four main pertinent dimensions: (1) self-concept of the learning process (x̄ = 3.97); (2) planning and management of learning (x̄ = 3.72); (3) use of resources and tools (x̄ = 3.31); (4) communication and social interaction (x̄ = 3.71) (all considered on a 5-point scale). Personal learning environment was significantly determined by variables including the use of applications, age and language. As a main conclusion, there remains a lot of work to be done by institutions in order to improve the dimensions linked to PLE’s and promote the educational and social integration of minors.
Keywords: Immigration; Unaccompanied foreign minors; Personal learning environment; Educational inclusion; Social inclusion (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations:
Downloads: (external link)
http://link.springer.com/10.1007/s12134-021-00888-0 Abstract (text/html)
Access to the full text of the articles in this series is restricted.
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:spr:joimai:v:23:y:2022:i:4:d:10.1007_s12134-021-00888-0
Ordering information: This journal article can be ordered from
https://www.springer ... tudies/journal/12134
DOI: 10.1007/s12134-021-00888-0
Access Statistics for this article
Journal of International Migration and Integration is currently edited by Lori Wilkinson
More articles in Journal of International Migration and Integration from Springer
Bibliographic data for series maintained by Sonal Shukla () and Springer Nature Abstracting and Indexing ().