University, Care and Twin Transitions
Digital Language Literacy for Migrant Inclusion and Civic Engagement
Bibliographic Data
| ID | 21446329 |
|---|---|
| Authors | Sara Pellegrini (0009-0008-3827-3916, Department of Human Science Link Campus University Rome Italy), Riccardo Sebastiani (0009-0002-1090-0734, Department of Human Science Link Campus University Rome Italy) |
| Year | 2026 |
| Volume | 61 |
| Issue | 3 |
| Publication date | 2026-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70717 |
| OpenAlex | W7163738012 |
| Language | EN |
| References cited | 10 |
Within the policy framework of the digital and ecological Twin Transition, higher education institutions are increasingly positioned as key actors in fostering inclusive and sustainable transformation. This exploratory, perception‐based study examines how university students and academic staff frame the role of digitally supported second‐language (L2) learning in the inclusion of migrants and refugees. Using an online questionnaire administered to 168 respondents, the study investigates perceptions of digital tools in relation to accessibility, personalization, participation and the public role of universities. The findings indicate a broadly positive orientation toward blended learning and e‐learning platforms, alongside significant concerns regarding teacher training, platform accessibility and the alignment of digital strategies with the needs of vulnerable learners. The article argues that universities can contribute to more inclusive educational environments, while also stressing that the present evidence concerns perceived potential rather than measured educational outcomes
Civic engagement · Digital Inclusion · Digital Literacy · Higher education · Inclusion (mineral) · Literacy · Perception · Relation (database) · Education and experiences of immigrants and refugees · Educational Leadership and Innovation · Multilingual Education and Policy
| Highly cited | No |
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