Pedagogical Tools

This module introduces a set of pedagogical tools tailored to adult educators working with refugee and migrant women. It focuses on storytelling, project-based learning, peer-to-peer learning, and scaffolding as strategies that not only facilitate knowledge acquisition but also promote empowerment, cultural expression, and social inclusion.

Narratives are a central feature of human communication. Storytelling has historically been used to transmit cultural heritage, values, and shared identity across generations. In the context of adult education, especially for vulnerable groups, storytelling becomes a powerful medium for engagement, motivation, and meaning-making. It supports language acquisition, develops self-confidence, and provides learners with opportunities to articulate their lived experiences in a safe environment. When combined with other learner-centered pedagogical methods — such as project-based learning, peer-to-peer exchanges, and scaffolding — it creates a holistic, supportive learning ecosystem.

The module situates these tools within the European educational context, highlighting how they can strengthen the teaching competences of adult educators, foster intercultural awareness, and reinforce EU values such as equality, respect for diversity, and active citizenship. By learning to embed narratives in teaching, educators will better connect learning outcomes with learners' real-life experiences and aspirations.

Adult learners, particularly those from migrant and refugee backgrounds, often face barriers such as limited language skills, interrupted formal education, or cultural differences in classroom expectations. These pedagogical tools address such barriers by focusing on participation, collaboration, and empowerment, making the learning process relevant, inclusive, and learner-centered.

In this module, educators will gain practical insights on how to use narratives to enhance engagement, design projects that resonate with learners' realities, promote collaborative peer learning, and provide appropriate scaffolding to ensure progress. The module not only develops teaching skills but also strengthens educators' intercultural competences and empathy — key ingredients for inclusive education.

By the end of this module, adult educators will be able to:

1. Apply storytelling techniques to enhance learner engagement and highlight EU values.
2. Design project-based learning activities tailored to the needs of refugee and migrant women.
3. Facilitate peer-to-peer learning to build collaboration, confidence, and mutual support.
4. Implement scaffolding strategies to support learners at different stages of skill development.
5. Reflect critically on their own practice and adapt pedagogical tools to diverse cultural context

Storytelling plays a central role in learning by linking personal stories with collective knowledge. It allows learners to connect their own experiences with broader cultural and social contexts, fostering both individual reflection and shared understanding. As a tool for intercultural dialogue, storytelling empowers participants to express their identities, bridge cultural gaps, and build empathy across communities.

Different techniques can be applied in educational settings, including personal life stories, oral history, visual storytelling through photography or film, and digital storytelling using multimedia tools. Indispensable aids for these methods may include audio and video recorders, photo archives, simple editing software, or even just a notebook for capturing narratives. Storytelling not only engages learners creatively but also strengthens communication skills and self-confidence.

The benefits of storytelling in adult education are considerable: it enhances intercultural dialogue, reinforces EU values such as respect for diversity, equality, and democracy, and creates a safe space for voices that are often unheard. At the same time, educators may face challenges such as overcoming learners' reluctance to share personal experiences, addressing sensitive topics, or managing the technical side of digital tools. These challenges, however, can be transformed into opportunities for growth when facilitators create an inclusive, respectful environment that encourages participation and trust.

Practical applications of storytelling in education are varied. Learners may collaborate on cultural exhibitions that present community heritage, create recipe books that preserve culinary traditions, or design oral history collections that capture the voices of older generations. These outputs not only serve as learning products but also as contributions to local memory and intercultural understanding.

Case studies illustrating the above benefits in practice:

• Storytelling circles with seniors: In community centers, older adults gather to share life experiences with younger generations. These intergenerational encounters preserve cultural memory and break down stereotypes about ageing.

• Migrant oral history projects: Adult learners with migrant backgrounds record their stories of migration and adaptation, which are then shared in schools or local libraries. This not only validates their voices but also fosters empathy in the host community.

• Digital storytelling with women's groups: Using simple apps and smartphones, women document their everyday lives and aspirations. Their digital stories often become powerful tools for empowerment and advocacy.

• Collection of stories of "invisible women": Real stories of migrant or refugee females which highlighted the aspects of effective language education (tips, recommended apps or portals and visual aids) during the f2f interviews have become a basis for the lesson plans and scenarios developed under the JustHER project financed by the European Union. The above educational materials based on real stories also gave a deep insight into the cultural aspect of language learning.

2. Project-Based Learning (PBL)

Project-based learning (PBL) is a complementary methodology that places learners at the center of the educational process by engaging them in the design, development, and implementation of community projects. Through this approach, learners do not simply acquire theoretical knowledge but apply it directly in practice, which makes the learning process more meaningful and sustainable.

In the context of adult education, PBL can be linked to storytelling by encouraging learners to co-create tangible outputs such as community exhibitions, participatory video projects, or digital archives of oral histories. These projects help transform individual stories into collective knowledge that promotes intercultural dialogue and empowerment.

The key benefits of project-based learning include the development of teamwork, problem-solving, and organizational skills, as well as the strengthening of learners' sense of initiative and civic responsibility. By embedding EU values such as inclusiveness, democracy, and equality into the project process, learners also develop a deeper awareness of the importance of active citizenship.

At the same time, educators must be aware of certain challenges, such as the need for careful planning, time management, and continuous support for learners who may lack confidence or experience in collaborative work. Indispensable aids include clear guidelines, templates for project planning, and ongoing mentoring or peer support.

A step-by-step guide for educators may involve the following stages: identifying a meaningful topic with learners, designing a project plan together, dividing roles and responsibilities, implementing activities, documenting results (e.g. through photos, videos, or written records), and finally presenting the outcomes to a wider community. This process not only ensures the acquisition of new knowledge and skills but also strengthens learners' sense of belonging and contribution to society.

Good practices showing the versatility of PBL in AE:

• Community recipe books: Learners collect family recipes, linking food to cultural identity. The final product is published as a community cookbook, celebrating both diversity and shared tastes.

• Intercultural exhibitions: Groups curate a photo or art exhibition that documents local history, personal migration stories, or cultural traditions, presented in libraries or cultural houses.

• Oral history collections: Participants interview elders in their community and compile recordings into an accessible archive, fostering both technical skills and intergenerational dialogue.

• Neighbourhood mapping projects: Adults create interactive maps of their neighborhoods, marking important cultural sites, community resources, or personal memories. These maps serve as tools for civic engagement and local pride.

• Bonds in a Frame: Adults create a collective coverage or e-album based on common bonds and similarities between the two or three cultures (working in an international team) dividing the material into some appealing parts (e.g. past, present, future) in which some common values can be easily incorporated. The group members can also choose a hero of the coverage to use storytelling techniques and follow a well-structured story throughout the photo-based material.

By combining storytelling with project-based learning, educators not only strengthen learners' creative and digital skills but also foster resilience, inclusion, and empathy. Most importantly, they provide adults with meaningful opportunities to see their experiences as valuable knowledge that contributes to the collective story of their community.

1. What is Peer Learning?

Peer learning is an educational approach where participants actively support one another in acquiring knowledge, skills, and confidence. Rather than relying solely on formal instruction, learners share their experiences, exchange strategies, and collaborate to reach common goals. In the context of language learning, peer learning emphasizes communication, storytelling, and lived experiences, helping participants build both linguistic competence and social connections.

Benefits

It empowers individuals by helping them recognize that their own experiences and knowledge are valuable, which in turn builds confidence and a sense of agency. Through mutual support, learners realize they are not alone in their struggles, and this sense of solidarity reduces feelings of isolation. Peer learning also emphasizes practical, real-life applications of knowledge, particularly in language learning, where everyday situations and shared stories become powerful resources. At the same time, it contributes to social inclusion by fostering friendships, trust, and community bonds. Finally, creative and engaging activities make learning enjoyable and motivating, encouraging sustained participation and personal growth.

Challenges

One of the most common difficulties lies in uneven participation, as some learners may feel hesitant to speak while others dominate the conversation. Language barriers, such as limited vocabulary or a fear of making mistakes, can also prevent individuals from fully engaging in group work. Additionally, cultural differences may influence expectations about learning and sharing knowledge, which can create misunderstandings or hesitation. For these reasons, facilitation is essential, since without careful guidance discussions may drift away from their objectives or fail to create a supportive and inclusive learning atmosphere.

Language instructors can use the training methods which support effective group interaction, and which can be used while working with women with a migrant background. They include:

• Short introduction to the topic of the activity
• Observation
• Self-reflection
• Q&A Sessions
• Mind maps
• Question cards
• Quizzes
• Practical exercises (writing down the participants' own perspective on the activity)
• Guided discussion through the topic

Practical Application of Peer Learning – Examples

Activity 1: Self-Assessment

Learners assess their own proficiency using the European Levels — Self-Assessment Grid in understanding, speaking, and writing. Participants determine their level, then discuss whether it was easy or difficult to self-evaluate, and what skills they are confident in. Next, learners share strategies for improving language skills and discuss why learning the host country's language is important. The language educator/ facilitator captures group brainstorming and reflections on self-assessment.

Activity 2: Linguistic Experiences

Learners describe their most significant language and cultural experiences (family, work, school, daily life). Language instructor (tutor) encourages sharing of both positive and challenging experiences, reflecting on surprises or new insights. Learners provide encouragement, recognize shared struggles, and suggest practical strategies for daily language learning. The tutor records group conversations, storytelling, and presentation of experiences.

Activity 3: Creative Activities

A language tutor supports self-affirmation, communication, teamwork, and social inclusion through hobbies and talents. Participants talk about hobbies, achievements, and aspirations, including things they would like to try. Peers encourage one another to value their skills and creativity as tools for integration and adaptation. The tutor documents brainstorming, storytelling moments, and group presentations, capturing emotions and interactions from multiple angles.

2. Scaffolding

What is Scaffolding?

Scaffolding is an instructional approach in which learners are provided with temporary structures of support that help them accomplish tasks they could not complete independently. The term is closely connected to Lev Vygotsky's concept of the Zone of Proximal Development (ZPD), which describes the distance between what a learner can do on their own and what they can achieve with guidance. Scaffolding bridges this gap, enabling learners to gradually develop skills, confidence, and independence.

1.0 Jerome Bruner's Theory of Scaffolding

Jerome Bruner introduced the concept of scaffolding in the 1970s as a way of describing how teachers or more knowledgeable peers support learners in mastering new skills. Bruner emphasized that scaffolding is a dynamic, interactive process in which support is gradually removed as the learner gains competence. For example, a teacher may first model a new task, then guide the learner through practice, and finally step back, allowing the learner to perform independently. The core idea is that learning is most effective when learners are challenged just beyond their current abilities but are not left without assistance.

2.0 Bernhard Kutzler's Extension of Scaffolding

Bernhard Kutzler expanded the idea of scaffolding by emphasizing its structural and procedural dimensions. He argued that scaffolding should not only be seen as one-to-one instructional support but as a broader learning design embedded in educational systems. In his perspective, scaffolding also involves carefully sequencing learning activities, providing learners with accessible resources, and designing feedback loops that ensure steady progress. Kutzler highlighted the importance of scaffolding in group learning environments, where the interplay of guidance, practice, and feedback can lead to deeper learning outcomes.

3.0 Scaffolding in the Age of Digital Natives

In the digital era, scaffolding has been adapted to meet the needs of so-called digital natives, who grow up surrounded by technology. Here, scaffolding often takes the form of digital platforms, interactive apps, and peer-to-peer networks that provide immediate feedback and multiple pathways for exploration. Online translation tools, collaborative learning platforms, or gamified language apps serve as modern scaffolds, allowing learners to practice independently while still benefiting from structured guidance. This approach also integrates peer learning, as learners can support one another in digital spaces, exchanging strategies, correcting mistakes, and motivating each other.

Advantages

It builds learner confidence by ensuring that tasks remain within their Zone of Proximal Development. It encourages active participation, problem-solving, and critical thinking while fostering autonomy as support is gradually withdrawn. When combined with peer learning, scaffolding becomes even more powerful, since learners benefit from both expert guidance and peer encouragement. In multicultural and language-learning contexts, scaffolding promotes inclusivity by acknowledging that learners progress at different paces and require varying degrees of support.

Challenges

It requires educators to constantly assess learners' abilities in order to adjust the level of support. Too much scaffolding can create dependency, while too little may leave learners frustrated. In group settings, balancing the needs of different learners can be complex. Moreover, in digital contexts, learners may become overwhelmed by the abundance of resources, requiring careful guidance to avoid confusion. For migrant learners, emotional barriers such as fear of mistakes, cultural differences, or trauma can make scaffolding more demanding to implement.

Practical Examples of Scaffolding in Language Learning for Migrants

• Modeling dialogues: A teacher may first demonstrate a simple conversation at the market, then guide learners through role-playing, and finally encourage them to practice independently in real situations.

• Sentence frames: Learners are given partial sentences such as "I would like to buy..." or "How much does it cost?" which provide structure and gradually enable them to create full sentences on their own.

• Visual aids and context clues: Photos, gestures, or real objects can serve as scaffolds to help learners connect words with meaning, especially in early stages.

• Peer support groups: Migrants can practice everyday scenarios together — such as visiting a doctor or using public transport — where more advanced learners scaffold the less experienced ones.

• Digital scaffolding: Using translation apps or language-learning platforms, learners can check their work instantly, receive automated feedback, and reinforce classroom learning in everyday contexts.

Subtopic 1:
How can personal stories of learners be integrated into projects without risking stereotyping or retraumatization?

Subtopic 2:
How can educators balance providing scaffolding with encouraging independence in adult learners?

This module explored four pedagogical tools — storytelling, project-based learning, peer-to-peer learning, and scaffolding — within the framework of adult education for refugee and migrant women. Storytelling and narratives create meaningful engagement, allowing learners to connect personal and collective experiences while promoting intercultural dialogue. When combined with project-based learning, storytelling empowers learners to co-create tangible outcomes that reflect their identities and highlight EU values of equality, democracy, and cultural diversity.

Peer-to-peer learning was presented as a collaborative method that enhances mutual support, builds community, and fosters active participation. Scaffolding complements this by ensuring that learners are provided with structured support until they develop autonomy, confidence, and independence. Together, these approaches create inclusive, learner-centered environments where adult educators act as facilitators and guides rather than transmitters of knowledge.

The module reinforced the idea that effective adult education requires flexibility, empathy, and innovation. By integrating these pedagogical tools, educators not only strengthen their teaching practice but also contribute to the broader goals of European education policy: promoting lifelong learning, inclusivity, and intercultural awareness.

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• European Commission. (2020). Communication on achieving the European Education Area by 2025. Brussels, Belgium.
• Fundacja Instytut Re-Integracji Społecznej. (2020). Peer Empowerment Programme for Achievement of Migrant Women (PEPA), Project number: 2020-1-PL01-KA204-082178. Framework and methodological guidelines — Peer support guides.
• Harvard Project Zero. (2023). Visible thinking routines. Retrieved from https://pz.harvard.edu/thinking-routines
• Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Biculturalism: In academic literature, biculturalism generally refers to the comfort and proficiency an individual has with both their heritage culture and the culture of the country or region in which they have settled. It can involve the ability to navigate and integrate aspects of both cultures, such as language use, social interactions, values, and practices, often synthesising them into a unique and personalised blend (Mistry & Wu, n.d.).

Xenophobia: Britannica defines xenophobia as the fear and contempt of strangers or foreigners, or of anything designated as foreign. It also encompasses the conviction that certain foreign individuals and cultures pose a threat to the authentic identity of one's own nation-state and cannot peacefully integrate into local society (Britannica, n.d.). The European Commission's Migration and Home Affairs Glossary further describes it as attitudes, prejudices, and behaviour that reject, exclude, and often vilify persons based on the perception that they are outsiders or foreigners to the community, society, or national identity (European Commission, n.d.).

Post-Traumatic Stress Disorder (PTSD): According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM-5-TR), PTSD is a mental health condition that may develop following exposure to a traumatic event or situation of an exceptionally threatening or catastrophic nature. It is characterised by four main symptom clusters: intrusion symptoms (e.g., flashbacks, nightmares), avoidance (e.g., avoiding reminders of the trauma), negative alterations in cognition and mood (e.g., persistent negative beliefs, detachment), and marked alterations in arousal and reactivity (e.g., hypervigilance, irritability). These symptoms must persist for more than one month and cause clinically significant distress or impairment in functioning (BMJ Best Practice US, 2024; National Library of Medicine (n.d.).

Gender-based violence (GBV): The United Nations Population Fund (UNFPA) defines gender-based violence as any intentional act or failure to act -- whether threatened or actual -- against a person on the basis of their gender that results (or is likely to result) in physical, sexual or psychological harm. It is an umbrella term for any harmful act that is perpetrated against a person's will and that is based on socially ascribed (gender) differences between males and females. While it can affect people of all genders, women and girls are disproportionately impacted. GBV is fundamentally driven by gender inequality and sustained by discriminatory social and gender norms (UNFPA, n.d.).