Reframing Inclusion through Social Pedagogy: L2 Education, Care Practices, and Migrant Trajectories in Mobile Societies

In increasingly mobile and multicultural societies, inclusion has evolved into a complex and expanded paradigm that goes beyond disability to address emerging forms of socio-cultural vulnerability, particularly those associated with migrant trajectories. Within this framework, the purpose of this study is to investigate how second language (L2) learning, digital technologies, and care-oriented educational practices contribute to the development of inclusive pathways for migrants and vulnerable groups. The study aims to: (a) analyze educators’ perceptions of effective L2 methodologies; (b) examine the role of digital environments in supporting inclusion; (c) explore the impact of care practices; and (d) identify structural challenges that may hinder inclusive processes. The research is grounded in an evidence-informed perspective that integrates the International Classification of Functioning, Disability and Health (ICF) with Embodied Cognitive Science and the Life Project paradigm, framing inclusion as a situated, relational, and dynamic construction of human functioning. A mixed-methods embedded design was adopted. Quantitative data were collected through a structured questionnaire administered to 168 student-teachers, while qualitative data were analyzed using thematic analysis following Braun and Clarke. Integration of results was achieved through meta-inferences. Findings indicate a clear preference for communicative, collaborative, and interdisciplinary approaches, highlighting a shift from a formal understanding of language learning toward a situated social practice that promotes participation and agency. Digital technologies are widely perceived as enabling environments that support accessibility and personalization; however, their effectiveness depends significantly on instructional design and teacher training. Care-oriented practices emerge as a central dimension of inclusion, fostering meaningful relationships, mutual recognition, and active engagement. Nonetheless, persistent challenges are identified, including limited dissemination of innovative methodologies and insufficient professional development. The study suggests that inclusion should be understood as a systemic and transformative process shaped by the interaction of linguistic, technological, and relational dimensions. Implications highlight the need for targeted teacher education, investment in inclusive digital infrastructures, and the development of integrated pedagogical models. Future research should further explore context-sensitive approaches capable of addressing the complexity of multilingual and multicultural educational environments.