Personal Learning Environments that Facilitate Socio-Educational Integration of Unaccompanied Foreign Minors.

María Del Carmen Olmos-Gómez,Eva María Olmedo-Moreno,María Tomé-Fernández

doi:10.3390/ijerph17145012

María Del Carmen Olmos-Gómez, Eva María Olmedo-Moreno + Show 1 more

Open Access

https://doi.org/10.3390/ijerph17145012

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Abstract

The aim of the present study was to predict the variables that facilitate integration of unaccompanied foreign minors (UFM) and to develop personal learning environment (PLE) questionnaire dimensions with respect to social integration of UFM. Methods: A social study that was descriptive in nature was conducted with a quantitative empirical-analytical focus. Results: Results from discriminant function analysis indicate that 86% of group membership was correctly classified from gender alone, with female learning environments leading to greater future success. Conclusions: It can be concluded that the predictive results possess methodological coherence. Thus, from them we can propose possible development strategies, particularly targeting males, in order to improve learning and promote social integration. According to the results obtained, improvement of learning strategies and strengthening of the very learning environments, demands new policies to be established which promote emotional improvement and better futures for UFM, especially males.

Highlights

IntroductionConstant migratory movement towards cities that offer better basic opportunities, is a fact that characterises the majority of developed countries of the 21st century [1]
Constant migratory movement towards cities that offer better basic opportunities, is a fact that characterises the majority of developed countries of the 21st century [1].In recent years, refugees of the Syrian civil war, emigrants from the African Horn, and Iraqi citizens fleeing from a country terrorised by the Jihadist group ISIS make up a list of immigrants who, for a number of decades have been attracted by European economic development and social welfare [2]
The present study aims, is to examine whether gender is a predictive and discriminate variable when considering the personal learning environments of unaccompanied foreign minors (UFM)?

Summary

Introduction

Constant migratory movement towards cities that offer better basic opportunities, is a fact that characterises the majority of developed countries of the 21st century [1]. Refugees of the Syrian civil war, emigrants from the African Horn, and Iraqi citizens fleeing from a country terrorised by the Jihadist group ISIS make up a list of immigrants who, for a number of decades have been attracted by European economic development and social welfare [2]. There is a large number of minors who, for different reasons, enter this territory without any companion or legal guardian [3]. As a result of immigration it is normal in European border cities for children to live together in street ghettos [4]. In European legislation these individuals are denominated as unaccompanied foreign minors (UFM) (European Council of the 26 June 1997) [5]

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Conclusion