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

Abstract

Listen

Translate article

ABSTRACT 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.