Prospective teachers and the socio-pedagogical mission of education: insights from a qualitative inquiry

The school’s responsibility toward social issues 

University students highlighted the role of education as a fundamental tool for addressing social problems and fostering socially conscious citizens. They emphasised that teachers hold a dual responsibility: to raise awareness about social issues and to cultivate students’ sense of responsibility, empathy and active participation in society. In this view, schools are seen as spaces that extend beyond academic instruction, acting as ‘a child’s second home’, where educators guide students in understanding social challenges and contribute to the formation of engaged, conscientious individuals (P1, P16).

University students also emphasised the preventive role of education in preparing students to confront social challenges. They noted the importance of raising awareness about inequality and discrimination and fostering active citizenship. According to one participant, ‘We must inform, sensitize and provide children with the tools to become active citizens who resist inequality and discrimination’ (P24).

University students highlighted that education extends beyond the mere transmission of knowledge to include the cultivation of values such as respect, empathy, equality and solidarity. They emphasised the responsibility of educators to sensitise students to social issues and help them become socially conscious and empathetic citizens. Some students also noted that participation in volunteer activities and educational communities can further enhance social awareness and mutual support, contributing to a more socially responsible future: ‘Empathy and mutual support can be cultivated through discussions, educational communities and volunteering, so we can all contribute to a better future’ (P34). As one participant summarised, ‘Transmitting knowledge alone is not enough. Equally important is cultivating attitudes and values. As an educator, I am responsible for fostering empathy and passing on values like respect, equality and solidarity. I must create a safe and inclusive environment’ (P30).

Socio-pedagogical priorities 

The university students were asked to identify socio-pedagogical issues within the school context and provide their perception of how frequently these issues occur. The results revealed several key concerns, with varying levels of frequency:

1. School bullying and anti-social behaviour: a considerable number of respondents (18) indicated that bullying and anti-social behaviour occur frequently, while (12) considered it to be ‘very frequent’. This points to the widespread nature of bullying as a critical issue in schools.

2. Marginalisation of students by peers: the issue of students being marginalised by their peers was seen as frequent by 21 respondents, with 11 reporting it as very frequent. This suggests that exclusion and social isolation are common challenges faced by students.

3. Prejudices and stereotypes: most respondents (around 22 participants) rated prejudices and stereotypes as moderately frequent, whereas a smaller group (about 12 participants) considered them very frequent. This highlights the persistent issue of discrimination and biased attitudes within the school environment.

4. Lack of school–family–community collaboration: responses to this issue varied, ranging from moderate to very frequent. This suggests a mixed perception of the level of collaboration and cooperation between schools, families and communities, with room for improvement.

5. Violation of human rights: no specific data on the frequency of this issue was provided, suggesting that either it was not as prominent or there was less consensus among the respondents regarding its occurrence.

6. Lack of motivation and goals: around 24 participants rated this issue as moderate, whereas a smaller group of about 16 participants considered it frequent. This indicates that a lack of motivation and clear goals is seen as a significant concern in the school setting.

7. Challenges in refugee and migrant inclusion: around 23 participants rated the inclusion of refugee and migrant students as moderate, reflecting ongoing challenges in effectively integrating these students into the school system.

8. Lack of democratic education: responses were evenly distributed, indicating differing opinions on the prevalence of this issue. This suggests a need for further discussion and evaluation of democratic education practices in schools.

9. Lack of teamwork and cooperation: this issue was considered a lower priority, indicating that while it exists, it is not seen as pressing compared to other socio-pedagogical issues.

When asked to identify the most critical socio-pedagogical issues, university students highlighted three main areas: respect for diversity and uniqueness, protection of human rights and the promotion of democratic education. Although the number of respondents mentioning each issue was relatively small, these themes reflect key concerns in the socio-pedagogical context.

These responses underscore that respect for diversity, human rights and democratic education are considered urgent matters requiring systematic and focused attention in the school context. The rest of the answers were divided among the other socio-pedagogical issues.

Overall, these findings indicate that prospective teachers view education not only as academic instruction but also as a means to foster social responsibility and prevent inequalities. They emphasise empathy, respect and democratic values, while also recognising challenges such as bullying, marginalisation and limited family–school collaboration. Education is thus seen as a tool for social change, but its effectiveness relies on inclusive practices, diversity and community engagement, highlighting the need for teacher preparation programmes aligned with these goals.

Self-assessed readiness of teachers 

The majority of participants expressed confidence that teachers are adequately prepared to manage social issues within the school context, while a smaller group of about five participants reported concerns about the adequacy of teacher training in this field. This finding reflects a prevailing perception of teacher readiness, although it also highlights that not all university students feel fully assured of their future role.

Gaps in university preparation 

When evaluating their university coursework, students reported mixed experiences regarding the acquisition of socio-pedagogical knowledge. Some recalled relevant knowledge from their classes, while others felt the knowledge gained was limited, or could not remember whether such content had been addressed. These responses indicate variability in how socio-pedagogical dimensions are incorporated across the curriculum.

Additionally, university students identified specific courses that contributed most significantly to their understanding of socio-pedagogical concepts, such as social education and schooling, social pedagogy and applications in education, and educational psychology. Courses addressing inclusion, diversity and social inequalities were viewed as particularly influential in shaping their awareness.

The need for practical experience 

Although participants reported acquiring relevant theoretical knowledge, many emphasised the need for practical experience – such as internships and hands-on training – to effectively apply socio-pedagogical approaches. While subjects like social education and social pedagogy raise awareness of inclusion and diversity, inconsistencies in curriculum delivery limit students’ preparedness. This highlights a gap between perceived readiness and actual competence, underscoring the need for more integrated, practice-orientated teacher training programmes to enable educators to address complex social challenges in schools.

Suggested strategies for inclusion and empowerment 

The results of the analysis indicate that university students believe educators incorporate social issues into the educational process by raising students’ awareness of these issues and through providing equal opportunities, promoting equal rights and fostering inclusive attitudes. Furthermore, university students suggest the integration of broader topics related to social justice, human rights and the concept of inclusion as a central goal of education to enhance students’ social sensitivity: ‘There is a need to integrate topics such as social justice and human rights into our teaching, as they are foundational to a democratic society. At the same time, we should promote intercultural education and tolerance through our teaching’ (P48). They acknowledge that schools must actively cultivate inclusive attitudes among students:

As educators, we are responsible for teaching inclusion, diversity, acceptance, respect, solidarity and humanity. It’s important to encourage discussion of social issues in class, inform students and give them guidance on how to help others. We should also teach them that when they face difficulties, they shouldn’t remain silent, but seek support from the school, the community and relevant services. (P10)

Many university students stress that schools must ensure resources and materials are available to support vulnerable groups: ‘Create an inclusive learning environment where all students feel accepted, respected and supported, regardless of their social status. Ensure that students from disadvantaged backgrounds have access to the necessary resources to fully participate in education’ (P20). ‘Additional resources and support for vulnerable groups’ (P1). ‘In case of financial hardship, we should avoid requiring expensive equipment and try to provide school-based support’ (P9).

To support equal opportunities in learning, university students also propose (a) using teaching materials that reflect students’ diversity and experiences and (b) ensuring access to psychologists and social workers to address emotional and other issues. For example: ‘Use teaching materials that reflect the diversity of students and their experiences so they feel like they belong in the classroom. Also, ensure access to school psychologists and social workers for better emotional and social support’ (P23). Simultaneously, it is crucial to advocate for equal rights irrespective of gender, socio-economic status or ethnic origin. Using real-life incidents in the school environment is deemed an essential method to cultivate empathy and social solidarity:

We must emphasize the cultivation of equal rights regardless of social or cultural background. Highlighting such issues through lessons and utilising incidents that occur in the school environment can help children not operate with stereotypes but instead develop solidarity, compassion and a willingness to help. If we observe that a child is facing difficulties, we have the moral obligation to provide them with not only psychological but also material support. (P11)

One university student also emphasised critical thinking as key to fighting inequality: ‘Involve students in decision-making processes to cultivate critical thinking and leadership skills through relevant programmes and activities’ (P30). Furthermore, emphasis was placed on students’ social and emotional development through experiential activities: ‘Empathy through discussion and experiential activities helps combat inequality and other social problems. Empowering students means supporting, encouraging and helping them build confidence and resilience’ (P7). ‘Social and emotional learning, support and guidance, and encouragement for all students are essential to empower even the most vulnerable ones’ (P15).

The university students suggested several key strategies to promote equality, inclusion and social-emotional development:

• Group collaboration and project work: Students identified collaborative group work as the most suitable approach to foster equality and active participation: ‘Form groups for activities and integrate all students into one larger class group to develop a sense of equality and awareness that everyone has the same rights and no one should be marginalized. Group games and collaborative projects are the most effective strategies for tackling these issues’ (P5). ‘Active participation and cooperation among students enhance group spirit and emotional well-being. We can implement group and experiential activities to focus on developing teamwork, empathy, solidarity and respect for diversity. Projects and workshops by approved organisations can inform students about social problems’ (P5).

• Differentiated instruction and equal education: Many university students stressed the need for differentiated instruction tailored to all learners, especially vulnerable groups: ‘Differentiated teaching that responds to the needs of all students, regardless of their background’ (P1). ‘Providing equal opportunities to all students and organising activities that everyone can participate in’ (P19).

• Dialogue: Dialogue was emphasised as a key tool for fostering awareness of social issues: ‘As a future teacher, I believe I can help address social problems through conversations with students and by guiding them properly. Dialogue helps me understand their perceptions and teach values like respect, solidarity and equality’ (P9).

• The use of multimedia: One student also suggested the use of multimedia: ‘We should inform children through videos and discussions that diversity is not a bad thing, but completely normal. We must teach children not to judge others based on nationality, gender or financial status but on character and personality. We should organise activities around these topics, listen to students’ opinions and work to address any racist attitudes’ (P20).

• Art, literature and role-playing: Students proposed using artistic and theatrical activities to support inclusion and reduce inequalities: ‘Inequalities in a class due to different socio-economic backgrounds can be addressed through role-playing, theatre games, music and group activities in the schoolyard, where children feel freer even if they’re not the best academically’. (P11).

University students identified multiple challenges that in-service educators face when addressing social issues in schools. A primary concern involves insufficient training, resources and time, which limit teachers’ capacity to manage complex topics such as racism, poverty or mental health; the absence of specialised professionals, support materials and interdisciplinary collaboration further complicates effective intervention (P10, P32). Students also emphasised the influence of family and social environments, noting that students’ values and attitudes formed at home or in the community may conflict with educational goals, reinforcing stereotypes or concealing issues like hidden poverty and abuse (P24, P30).

Parental resistance emerged as another significant barrier, with some parents opposing the inclusion of social issues in the curriculum due to cultural, religious or ideological concerns, which can hinder teachers’ efforts to promote responsibility and inclusive practices (P16, P23, P25). Finally, broader systemic and community factors, including resistance to change and apprehension towards sensitive or politically charged topics, were highlighted as obstacles to implementing innovative socio-pedagogical approaches (P32, P46). Collectively, these findings underscore the complex interplay of personal, familial and systemic factors that constrain educators’ capacity to address social challenges effectively.

University students showed strong commitment to socially inclusive teaching, suggesting strategies such as dialogue, differentiated instruction, collaborative work, experiential activities and integration of social justice themes. They also acknowledged key barriers, including limited teacher training, insufficient resources and resistance from families and communities. These findings underscore the gap between educational ideals and systemic constraints, highlighting the need for enhanced teacher preparation, school support and community collaboration to effectively implement inclusive practices.

Educator as social support provider 

The analysis highlights that university students perceive the role of a social pedagogue as multifaceted, extending beyond traditional teaching to include support for students facing social, emotional or learning difficulties. University students associate the social pedagogue with the teacher as a professional who promotes social inclusion, equality and engagement in addressing social issues both inside and outside of school: ‘The social pedagogue supports children and adolescents facing social, emotional or learning challenges. Their role promotes social inclusion, counselling and the development of programmes that empower students from vulnerable groups’ (P1). ‘The social pedagogue is a professional active in both education and social welfare, aiming to support children, adolescents and families facing social or emotional difficulties’ (P40).

Educator as facilitator of empowerment and inclusion 

University students emphasised that a teacher adopting the role of a social pedagogue goes beyond curriculum delivery, addressing students’ social and life skills, promoting equality, human rights and inclusion, and providing support for challenges such as poverty or marginalisation (P3, P4, P32, P42). They also highlighted the pedagogical role as a bridge between students, families and the school, fostering social and psychological support, guiding children from disadvantaged backgrounds and ensuring equitable learning opportunities (P8).

Educator as agent of social change 

Many university students describe the social pedagogue as a change agent, promoting social justice: ‘The social pedagogue is someone who can bring about change in the social environment’ (P13). ‘They challenge stereotypes and address inequalities created by them’ (P19). ‘The social pedagogue promotes active citizenship with the goal of eliminating inequalities, seeing not religions or origins, but children with innocent hearts full of love and potential’ (P43).

In conclusion, the analysis highlights that the role of the social pedagogue, as perceived by the university students, goes beyond traditional teaching by integrating dimensions of social inclusion, empathy and justice. The educator who embraces this role acts as a mediator between students, families and the school while also fostering social skills and promoting equity. University students’ responses emphasise the need to shape an educational system that strengthens this transformative role, ensuring that teachers are not merely transmitters of knowledge but also advocates for social inclusion and social change.

The findings highlight an expanded professional identity for modern educators, aligned with social pedagogy. University students perceive teaching as extending beyond knowledge transmission to include social support, empowerment and the cultivation of active citizenship. Emphasising the teacher as mediator, counsellor and advocate for justice, they envision educators as key agents of both school-based and societal transformation. These insights underscore the need for teacher education and policies that equip educators to fulfil these multifaceted roles effectively.

Future educators conceive teaching as both academic instruction and socio-pedagogical practice, emphasising the cultivation of social sensitivity, justice and inclusion. They call for enhanced teacher preparation that integrates theory and practice, propose strategies for student empowerment, and recognise barriers such as limited training, parental resistance and systemic inertia. Their perspective frames the modern educator as a social pedagogue and change agent, highlighting the need for policies and programmes that support this transformative role.