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The Personal Learning Environment of Unaccompanied Foreign Minors in Spain

Author

Listed:
  • 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)

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.

Suggested Citation

  • Marina García-Garnica & Asunción Martínez-Martínez & María Tomé-Fernández & Eva M. Olmedo-Moreno, 2022. "The Personal Learning Environment of Unaccompanied Foreign Minors in Spain," Journal of International Migration and Integration, Springer, vol. 23(4), pages 1621-1644, December.
    • Handle: RePEc:spr:joimai:v:23:y:2022:i:4:d:10.1007_s12134-021-00888-0
    DOI: 10.1007/s12134-021-00888-0
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    References listed on IDEAS

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    1. Asunción Martínez-Martínez & María del Carmen Olmos-Gómez & María Tomé-Fernández & Eva María Olmedo-Moreno, 2019. "Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (PLE) and Social Integration of Unaccompanied Foreign Minors (MENA)," Sustainability, MDPI, vol. 11(10), pages 1-13, May.
    2. Kim Carlotta von Schönfeld & Wendy Tan & Carina Wiekens & Leonie Janssen-Jansen, 2020. "Unpacking social learning in planning: who learns what from whom?," Urban Research & Practice, Taylor & Francis Journals, vol. 13(4), pages 411-433, August.
    3. Havlicek, Judy R. & Garcia, Antonio R. & Smith, Douglas C., 2013. "Mental health and substance use disorders among foster youth transitioning to adulthood: Past research and future directions," Children and Youth Services Review, Elsevier, vol. 35(1), pages 194-203.
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