Inclusive Learning Environments

Welcome to Module 2 of the JustHer! online/blended course, "Inclusive Learning Environments ". In this topic we will pay attention to importance of inclusive learning environments, which ensure that every learner, regardless of background, gender, or life experience, has equal access to education and opportunities to succeed. We will take a closer look at the educator's role -- what practices, skills, and attitudes educators need to create inclusive and supportive learning environments. The module will highlight strategies and policies that make education more accessible and welcoming (curriculum adaptation, culturally responsive teaching, peer mentoring, flexible schedules, etc.). Social integration as a part of inclusive learning is particularly significant for migrant women, who often face additional challenges such as language barriers, cultural adjustment, and limited access to resources. By addressing these barriers, inclusive learning not only empowers women as individuals but also strengthens families and communities. Educators play a central role in this process, as their approach can either open pathways for participation or reinforce exclusion. Therefore, developing inclusive learning environments is not only a pedagogical choice but also a social responsibility.

Subtopic 1: Strategies for fostering a welcoming, inclusive, and safe space

This first part of the module explains the concepts of a safe and inclusive learning environment. Special attention is paid to culturally responsive learning as a teaching method particularly suitable for migrant women. The concepts of social emotional learning and learning through trust and participation are presented too. Together, these approaches highlight the importance of valuing learners' diverse backgrounds, fostering mutual respect, and creating conditions where every participant feels empowered to engage, share, and grow. A safe space is essential for building confidence, as it allows learners to express themselves without fear of judgment or discrimination. When learners feel secure, they are more willing to take risks, ask questions, and actively participate in the learning process. Strong, respectful interaction between educators and learners further reinforces this confidence, encouraging collaboration and mutual understanding. Such an environment not only supports individual growth but also strengthens the group's collective learning experience.

Subtopic 2: Creating supportive peer-learning groups

In the second part of the module, we will focus on group work and share several practical tips on how to make the learning process both enjoyable and meaningful. In this section, special attention is given to the importance of working in pairs. Pair work helps create a safe and relaxed atmosphere, where women feel comfortable expressing themselves in their own way. It also provides space for participants to share personal experiences freely, while gradually building confidence. At the same time, working in pairs is a gentle introduction to teamwork, allowing women to practice cooperation and problem-solving in a supportive environment that respects cultural and language differences.

Module Evaluation and Reflection:

To assess your comprehension of the module's content, each subtopic includes evaluation questions. These questions are designed to help you solidify your understanding of the key concepts presented. Additionally, you will find "Food for Thought" questions at the end of the module, encouraging deeper reflection on the topics covered and their application in your own educational practice.

Upon completing this module, you will be able to:

• Create inclusive and safe learning environments: Educators will be able to design and maintain educational spaces-both physical and online-that foster emotional safety, respect, and belonging, particularly for migrant women and other marginalized learners.
• Apply culturally responsive teaching strategies: Educators will be able to integrate learners' diverse cultural backgrounds, experiences, and identities into lesson planning and classroom activities, using relevant examples, texts, and storytelling to enhance engagement and understanding.
• Support social-emotional development and participation: Educators will be able to implement activities that develop learners' social-emotional skills-such as emotional regulation, problem-solving, and relationship-building-while encouraging active participation through small-group activities, trust-building, and reflective discussion.
• Facilitate effective peer learning groups: Educators will be able to design and guide small-group activities that foster collaboration, mutual support, and shared knowledge, ensuring that all participants-especially migrant women-feel safe, respected, and engaged.
• Promote social-emotional development through peer interaction: Educators will be able to implement strategies, such as storytelling, skill-sharing, and problem-solving exercises, that enhance learners' confidence, communication skills, empathy, and ability to navigate cultural and social challenges.

According UNESCO's 2005 definition, inclusion is seen as a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures and communities, and reducing exclusion within and from education. It involves changes and modifications in content, approaches, structures and strategies. Earlier, the 2020 GEM Report (UNESCO) notes that inclusive education is a process that embraces diversity and builds a sense of belonging, rooted in the belief that every person has value and potential, and should be respected regardless of their background, ability, or identity. It also emphasizes that inclusion is not a result for one group at a time-learners have multiple, intersecting identities. There are many definitions and developments regarding safe space, but for the purposes of the module we will focus on this one-а supportive educational setting where learners-particularly those facing marginalization, such as migrant women-feel protected from judgment and discrimination, empowered to express themselves freely, and emotionally supported via inclusive and respectful interactions. On the other hand we have welcoming space meaning proactive learning environment that actively integrates newcomers or migrant women by offering emotional, linguistic, and cultural reception-ensuring they feel acknowledged, supported, and equipped to participate. However, in order for all three of these important foundations to be integrated into strategies, trainers must understand their critical role in creating such an environment. The trainer is an active participant, not an observer, he himself is a creator, not just a user, of this environment. In the next few paragraphs, we will present several easy-to-implement strategies that will be of practical benefit to a teacher.

Culturally responsive teaching involves drawing on learners' traditions, identities, experiences, and viewpoints as valuable resources for more effective classroom practice. Emerging from the concept of culturally relevant pedagogy developed by Gloria Ladson-Billings in the 1990s, this approach emphasizes the strengths and knowledge that students contribute rather than their perceived deficits. Its aim is to set high expectations while making learning meaningful and connected to every learner's reality.

Culturally responsive teaching can be adapted into a teacher's daily practice in various ways. When using familiar teaching methods, examples and texts for reading, comprehension, or even translation can be taken from popular world authors-Dumas, Remarque, Orwell, etc. In turn, culturally responsive teaching shifts the focus to less conventional examples of literature, such as works from other cultures, different parts of the world, and diverse authors. This is especially suitable when working with migrant women, as it shows respect for their culture, gives them a sense of belonging and continuity. Here, the emphasis is not on one type of literature or another, but rather on aligning with the learners' identities and cultures.

Some of the main advantages of this strategy are: strengthening the sense of identity among migrant women, promoting equality and inclusion, increasing engagement with the material both during and outside of lessons, and fostering critical thinking among learners.

Step 1: Activating prior knowledge

Every learner, regardless of age, brings with them a diverse set of experiences. Teachers are expected to encourage participants to use their personal knowledge and experiences to contribute more to group discussions, which provides a solid foundation for learning.

Step 2: Adapting examples

When the trainer gives examples or recounts past events, they can draw parallels with the present moment, extract the essence of the context, and transfer it to the current situation. This helps learners understand information more easily at times, make connections, develop logical thinking, and assimilate information more effectively.

Step 3: Reviewing learning materials

When the trainer works in a multicultural environment, modern aspects of teaching must be taken into account-seeking out literature or texts that do not offend or marginalize any of the learners, and that align with different cultural values, etc.

Step 4: Shaping the learning environment

Teaching through building trust and safe participation- small-group activities are a powerful tool in teaching, especially for migrant women. Using this you create a safe space, because quieter or less confident participants feel more comfortable speaking in smaller groups than in a whole-class setting. Here, each learner has a better chance to share ideas, ask questions, and contribute personal experiences. Working closely with a few migrant womеn helps learners form connections, which can reduce feelings of isolation. In this space, teachers can circulate, giving support and feedback, helping learners engage more deeply. For example, mix learners from different cultural backgromanunds, or allow self-selection if comfort is a priority. Keep groups small (3--5 people). Use discussion prompts like: Share a story or tradition from your culture/country/region or describe a challenge you faced and how you solved it in your new home. Keep in mind common themes, differences, or cultural insights. Use examples, materials, and case studies relevant to migrant women's realities. On the other hand, you can provide opportunities for creative expression (art, storytelling, journaling). Storytelling is such an engaging and effective method, especially when working with migrant women or diverse learners. When people share their own stories, the material becomes meaningful. Learners connect abstract ideas to real-life experiences. Listening to stories from different backgrounds allows everyone to understand diverse perspectives and experiences. Humans naturally remember stories better than lists of facts. Linking lessons to narratives makes the material ,,alive".

Social-emotional learning. The concept of social-emotional learning refers to the process through which individuals develop social-emotional skills, including attitudes, beliefs, abilities, and patterns of behaviour that guide them in making sound decisions. When incorporating social-emotional learning into classroom practice, teachers design activities that help learners:

• regulate and manage their emotions;
• build and sustain positive relationships with others;
• navigate and resolve interpersonal conflicts;
• make thoughtful and effective decisions grounded in ethical and moral considerations.

The development of social-emotional skills is especially important for learners such as migrant women, who often have limited resources and face additional stress (fear of change, unstable environments, concerns for relatives, or children they need to care for, etc.). A social-emotional approach helps these learners to seek help when needed, manage their emotions, and cope with the challenges of the environment in which they currently live. This approach teaches learners real-life skills, like managing emotions, solving problems, and making decisions, which they can use every day. At the same time, it provides emotional support by helping them feel understood, valued, and confident in expressing themselves. Combining both ensures that learners not only gain knowledge but also have the resilience and confidence to apply it in challenging situations.

Peer learning has a rich history that stretches back to ancient civilizations such as Greece and Rome. In those times, students often gathered in small groups to discuss ideas and debate topics, guided either by a teacher or a more experienced peer. This collaborative approach not only enhanced understanding but also fostered a sense of community and shared knowledge.

Today, peer learning continues to play an important role in education, and it can be especially valuable for migrant women. Working together in supportive groups allows them to share experiences, practice new skills, and build confidence in a safe environment. By learning from one another, they gain both practical knowledge and social-emotional support, helping them navigate new cultural, social, and educational settings more effectively.

Social and emotional development is strengthened through interaction with peers, especially in supportive learning environments. By working closely with others, learners practice sharing, forming and maintaining friendships, managing their emotions, and understanding different social roles. Supportive peer learning allows them to give and receive encouragement, build confidence, and feel safe expressing themselves. For migrant women, these peer connections are particularly important, as they provide both social support and practical opportunities to develop communication skills. Through these interactions, learners can engage effectively with others, navigate their surroundings, and express their feelings, hopes, and experiences with confidence and calm. For example, in a class with migrant women, a supportive peer-learning group could allow learners to practice a new language together, share cultural experiences, and help each other navigate challenges in a safe, understanding environment. The benefits of peer learning extend beyond the acquisition of subject matter knowledge; it fosters the development of social skills, critical thinking abilities, and effective learning strategies. By embracing this cooperative learning model, participants embark on a journey of continuous learning and growth.

Figure 1: Learning women

Source: https://pixabay.com/photos/africa-women-female-tanzania-4856283/

Collaboration and mutual support

Migrant women work together to share experiences, knowledge, and practical skills. Each participant helps others while also learning, creating a sense of teamwork and shared growth in a safe environment. An educator can play a key role in fostering collaboration and mutual support among learners, by guiding, modelling, and structuring interactions. In contrast to conventional teaching, which often focuses on a one-way flow of information from teacher to student, peer learning emphasizes collaboration and open dialogue among learners. This approach fosters an inclusive environment where participants feel confident to contribute ideas, pose questions, and fully engage with the content. In this setting, everyone takes on dual roles as both learner and teacher, creating a mutually supportive relationship that enhances the learning experience for the entire group.

How it works on practice?

Shared stories and skills exchange

Form small groups of 3-5 women. Each participant shares a personal story, tradition, or skill. Group members listen actively, ask questions, and give feedback. After each story, the group discusses lessons learned or similarities in experiences. Finally, each participant identifies one way they can support another group member, such as practicing english together or giving encouragement. This builds trust, community, and practical skills while fostering mutual support.

Peer problem-solving

Small groups discuss real-life challenges they face (finding local services, balancing work and family, or adapting to a new environment). Each member takes turns sharing a challenge, and the group suggests practical solutions. The educator encourages respectful listening and ensures everyone contributes ideas. This encourages collaboration, builds problem-solving skills, and provides emotional support.

Known activity

Participants identify a skill they are confident in (cooking, crafts, technology, language skills) and teach it to one or two peers in small groups. Afterward, the group reflects on what they learned and how teaching helped build confidence. This promotes mutual respect, collaboration, and self-esteem.

Goals

In small groups, participants discuss personal goals (learning a language, finding work, finding house, invite family members) and brainstorm steps to achieve them. Group members offer support, advice, and follow-up ideas for each other. This encourages collaboration, planning, accountability, and support.

Supportive atmosphere for peer learning

Many educators believe that group work helps learners develop valuable qualities such as confidence, communication skills, and a sense of belonging. Yet, it is often underused in the classroom. This is usually due to concerns about organization, cultural differences, or classroom dynamics, especially in face-to-face settings.

Before looking at how to make group work more effective, it's useful to clarify what group work is not:

• Simply rearranging chairs and tables without a clear purpose;
• Randomly grouping learners together without considering their language level, cultural background, or personal needs, which may prevent meaningful interaction;
• Giving a task without setting a clear goal, assigning roles, or providing step-by-step instructions.

One of the biggest challenges is interpersonal relationships and group dynamics. For women migrants, it is especially important to feel respected, listened to, and valued. Effective cooperation requires a safe and supportive environment, where participants feel comfortable sharing and learning together. This may take time and preparation, but the results are worth the effort.

Here are some practical strategies:

1. The Kipling Method (5W1H)

This simple technique helps participants explore a problem, situation, or task from different perspectives by answering six key questions:

Who?
What?
Where?
Why?
When?
How?

Step-by-step answers create a fuller understanding, even when language is a barrier. This method also works well in pairs or small groups: each woman can take responsibility for answering one of the questions, so everyone contributes.

2. Story Time

Sharing personal stories is a powerful way to build trust, confidence, and community. Begin the session by telling a short story from your own life, then invite participants to share something from theirs. It doesn't need to be something "big" - it could be about daily life, a favorite meal, or something new they experienced in their current city.

At first, this can be done with the whole group. Later, you can encourage women to share in pairs or small groups (2-4 people). This practice creates a supportive atmosphere where everyone's voice is heard.

It is essential that all women feel respected, heard, and valued. A supportive environment encourages them to express themselves, ask for help, and build confidence-despite cultural or language differences. Group work, when thoughtfully designed, can become a powerful tool for empowerment and integration.

Source: https://pixabay.com/illustrations/book-dog-fairy-tales-child-kid-794978/

Food for Thought - Subtopic 1: Inclusion is described as a process rather than a final result. What does this mean for you as an educator? Can inclusion ever be "finished"? Think about a time when you felt truly welcome in a group or classroom. What specific actions or attitudes created that feeling of safety and belonging? Migrant women often juggle multiple identities (mother, worker, newcomer, community member). How might acknowledging these overlapping roles change the way your own trainer approaches teaching?

Food for Thought - Subtopic 2: Reflect on a time when you learned something effectively from a peer. What made that experience successful, and how could you replicate it in a classroom/online? Consider the cultural and language diversity in your classroom- how can you structure peer-learning groups so that every participant feels respected, heard, and supported?

The entire module is developed to support trainers.

Subtopic 1: This section is intended for educators, with a focus on gaining a deeper understanding of the environment that would make migrant women feel comfortable while learning, whether online, face-to-face, or in blended settings. In brief, we have explained the key principles for creating a learning environment that puts learners at ease. We have presented several strategies to serve as a foundation, which each educator can build upon, taking into account the specific characteristics of the group they are working with. We have also provided an example of the practical application of these strategies and what can be achieved through their implementation.

Subtopic 2: The second part focuses on peer learning, explaining its essence and how it contributes to working with migrant women. Several approaches are outlined for educators to encourage collaboration within the group, opportunities for sharing, and even emotional support. Specific examples are provided on how an educator can foster a suitable working atmosphere based on trust, understanding, and support. The peer learning not only enhance learning outcomes but also help build stronger connections among participants, creating a sense of community. By fostering mutual respect and open communication, educators can empower migrant women to actively engage, share their experiences, and support one another. Over time, this collaborative approach strengthens learners' confidence, resilience, and social-emotional skills, which are essential for navigating new cultural and educational environments.

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Patterns of behaviour: A behavioural pattern refers to the characteristic way in which a person typically acts according Collins English Dictionary, © HarperCollins Publishers). It is made up of sequences of actions, reactions, or thoughts that occur in a recognizable and often repeated way throughout a person's life. These patterns can influence how individuals respond to different situations, interact with others, and make decisions. Over time, repeated behaviour's form habits and tendencies that help shape one's overall personality and approach to daily life.

Multicultural environment: Multicultural environment means diversity in terms of ethnicity, gender, religious, social belonging, etc. Multicultural environment retains educators from a variety of cultural backgrounds.

Critical thinking: Critical thinking is the ability to analyze, synthesize, evaluate, and apply information gathered through observation, experience, and reflection with the goal of solving problems.