From 22 to 24 April 2026, the annual European Teacher Education Network (ETEN) Symposium took place at the University of Vlora in Albania, under the theme Education of Active Citizenship for a Global Society. Over two days, the TIG Identity and Life Philosophy explored questions concerning identity, inclusion, citizenship, and the role of education in a changing society.

As TIG leaders, we look back on these days with great pleasure. Not only because of the interesting presentations and discussions, but also because of the connections that developed within our international group.

When Does Education Make a Difference?

The various contributions within our TIG demonstrated the wide range of perspectives from which identity and life philosophy can be explored in education.

In one of the first presentations, When Education Makes a Difference, Emil Bernmalm from Lund University, together with former students and teachers from Ängelholm Upper Secondary School, explored differences between academic preparatory and vocational education in Sweden. Their presentation illustrated how questions emerging from school practice can be investigated through collaborative school–university projects. A key question was how school structures and group cultures influence students’ identities and sense of self-efficacy. Both structures and cultures can shape how students perceive themselves and their capabilities.

This raised an important question: when does education truly make a difference for students, and when does it risk reinforcing existing inequalities? Drawing on Biesta’s three educational aims – qualification, socialisation, and subjectification – particular attention was given to students’ development as individuals and participants in society. The presentation highlighted that education is about more than acquiring knowledge and skills. How students come to understand themselves and their place in society also matters.

This theme emerged in different ways in other presentations. Abdoellah Ghzili from the Marnix Academie in Utrecht presented his study on inclusion within an Associate Degree programme. Inclusive education is not only about access to education, but also about whether students feel seen, heard, and supported. Teachers’ choices, their pedagogical approaches, and the interactions between teachers and students play an important role in this process.

Anatoli Rakhkochkine introduced the perspective of cultural heritage and regional identity. He explored the relationship between regional professional identity and the competencies future teachers need to teach about cultural heritage. Here, too, identity emerged as something that is not formed solely at an individual level, but is also connected to the environment, culture, and community in which people live and work.

Ilse Hakvoort’s contribution addressed safety in schools. Drawing on examples of schools where situations of teacher-directed violence had been transformed, she demonstrated that creating safety requires more than disciplinary measures alone. Relationships, collaboration, and support are equally important. A safe school environment develops when clear boundaries, care, and cooperation are brought together.

The international dimension of teacher education was also addressed. The presentation on the Teacher Education Network (TEN) by Hege Knudsmoen (Oslo Metropolitan University) and Oliver Holz (KU Leuven) demonstrated how international mobility can help future teachers gain intercultural experiences and prepare for a changing society. Short international mobility programmes can provide an accessible way for students to encounter different educational contexts and perspectives firsthand.

Although the presentations covered very different topics, their diversity highlighted how closely these themes are interconnected. Identity, inclusion, safety, cultural heritage, international mobility, and citizenship all relate to a broader question: how do we prepare pupils and students for a society in which differences exist and people must learn to live together?

Together, these contributions also demonstrated that educating for active citizenship involves more than teaching democratic values or civic knowledge. It requires educational environments in which students can develop a sense of identity, experience inclusion and safety, encounter different perspectives, and learn to participate meaningfully in society.

This made the discussions within the TIG particularly valuable. Coming from different countries and educational contexts, we sometimes approach the same issues from different perspectives. Yet it is precisely these differences that generate new insights and raise new questions.

From the University to Society

A particularly memorable part of our programme was the visit to VATRA, a non-profit organisation in Vlora. The visit left a deep impression on us. We gained insight into the work of an organisation supporting people in vulnerable situations, including those affected by human trafficking. What struck us most was how the concept of safety takes on a very concrete meaning in this context. Some staff members cannot have their names or personal details disclosed, precisely to protect victims and prevent sensitive information about their circumstances from becoming known.

The visit brought concepts we had discussed earlier that day from educational and research perspectives – such as identity, safety, inclusion, and human dignity – very tangible. Sometimes protecting someone means carefully safeguarding their identity. The visit created a meaningful connection between the academic discussions within the TIG and the social realities beyond the university.

The Power of Coming Together

Alongside the presentation programme, there were also opportunities to connect on a more personal level. The group dinner on Wednesday evening was a wonderful example of this. In an informal setting, we had the opportunity to strengthen existing relationships, establish new connections, and engage in conversations that extended beyond the presentations themselves.

These informal encounters helped strengthen our sense of community. This sense of connection was also reflected in the final programme session, Discussions about Ongoing Collaboration and New Initiatives, and Even Questions That We Really Need to Discuss.

Within the TIG, the idea emerged to meet online more frequently throughout the year. The aim would be to develop new collaborative projects and to share experiences, exchange ideas, and inspire one another.

In this way, our TIG is increasingly becoming an international community in which we do more than share knowledge: we also learn and develop together. The desire to meet more frequently came from within the group itself and demonstrates that the value of ETEN extends well beyond the symposium.

A Starting Point for Further Collaboration

Our time in Vlora offered valuable academic and professional insights and strengthened the connections within our TIG. The presentations, discussions, shared dinner, visit to VATRA, and informal moments in between all contributed to a meaningful shared experience.

As the TIG Identity and Life Philosophy, we want to continue exploring how education can contribute to the development of individuals who understand their own identities, remain open to others, and are able to participate actively in a diverse society.

In this endeavour, it is not only the academic content that matters. Encounters with others, the sharing of different perspectives, and the building of international relationships are equally important. They encourage us to reflect on our own assumptions, reconsider our approaches, and find new inspiration for our teaching.

Education that makes a difference – especially when we explore those differences together

Link to TIG page

Categories: 2026 Vlora, Identity and Life Philosophy, Uncategorized