Act4Mig at the 32nd International Conference of Europeanists at University College Dublin
Kateryna Buchko (Ukrainian Catholic University), Kristina Kocyba (TU Dresden), Paweł Rudnicki (IDEIS), and Tereza Švandová (Masaryk University) participated in the 32nd International Conference of Europeanists, held under the theme "Integrity, Solidarity, and Unity: Hopes and Realities of the European Future."
Our panel explored the preparedness of four national school systems to respond to forced migration four years after Russia’s full-scale invasion of Ukraine. Drawing on interviews with teachers from Ukraine, Germany, Poland, and the Czech Republic, the #Act4Mig team examined the diverse roles educators play in contexts of displacement, inclusion, and educational change.
The conference at University College Dublin offered a compelling point of departure for these conversations, as migration has been an integral part of Ireland's history and identity.
Kateryna Buchko explored the emerging role of Ukrainian teachers in supporting the reintegration of returning students. She described teachers as “frontline governors” who enact governance, provide care, and enable reintegration under conditions of war and displacement. Her presentation offered a valuable perspective on return migration and reverse culture shock.
Kristina Kocyba’s presentation focused on the paradox that, despite decades of experience with migration in the German education system, forced migration is still frequently framed as an unexpected crisis and addressed through measures developed in the 1960s. Many teachers experience the arrival of refugee students as a disruptive encounter. Yet responses to this disruption vary considerably. For some educators, such moments become productive turning points that positively reshape their professional practice, fostering more inclusive understandings of teaching and learning.
Paweł Rudnicki reflected on the development of Polish education policy in response to displacement from Ukraine, identifying different phases in how schools and policymakers have addressed forced migration. He highlighted teachers as key actors in the potential transformation of schools while also raising concerns about growing levels of burnout and exhaustion among Polish teachers.
These findings resonate with the research presented by Tereza Švandová, who reported similar signs of fatigue within the Czech education system. This is particularly striking given the strong solidarity shown during the early stages of refugee reception. One notable feature of the Czech context is the important role played by NGOs such as META, which work closely with schools and teachers and provide highly professional support structures for the inclusion of migrant and refugee students.
Our panel drew attention to the under-researched educational landscape of Central Europe. While the international comparison highlighted the pivotal role of teachers, it also revealed differences in the dynamics between micro-, meso-, and macro-level processes. Our findings raise questions about the relationship between bottom-up and top-down change and their implications for the sustainable transformation of education systems.
