|                                                                    ISSN: 2835-6764                                                          : 10.71010/AJSER-2025-e251
Cross-National Perspectives on Physical Education: Curriculum Analysis in Ukraine, Austria, and Great Britain
Author(s): Dr. Martin Kölbel*
Dr. Martin Kölbel*
University College of Teacher Training Vienna
How to Cite:
Kölbel M (2025) Cross-National Perspectives on Physical Education: Curriculum Analysis in Ukraine, Austria, and Great Britain. American J Sci Edu Re: AJSER-251.
Received: 18 June, 2025
Accepted: 24 June, 2025
Published: 30 June, 2025
Abstract
This research investigates the pedagogical challenges and opportunities encountered by Ukrainian physical education professionals who have relocated to Austria and Great Britain following recent displacement. Through in-depth interviews with refugee educators and systematic examination of national curriculum frameworks, the study reveals fundamental contrasts between achievement-focused and inclusive educational philosophies. While Ukrainian pedagogical traditions emphasize disciplinary structures and quantifiable outcomes, Western European models prioritize student-centered approaches that value diversity and comprehensive personal growth.
The research employs frameworks of cross-cultural pedagogy and educational boundary navigation to analyze how these philosophical differences manifest in classroom practice. Interview data demonstrates that displaced educators experience significant shifts in professional identity while adapting to new institutional expectations and student populations. The analysis builds upon established scholarship in multicultural education [1,2] while contributing original perspectives from practitioners experiencing real-time cultural transition.
Results indicate that successful integration requires deliberate bridging of pedagogical approaches, combining Ukrainian emphasis on excellence with Western values of accessibility and individual recognition. The study’s implications extend beyond physical education to broader questions of refugee teacher integration and culturally responsive institutional practices. Future investigations should examine student experiences within these transitional contexts and employ longitudinal methodologies to understand adaptation processes over extended periods.
Keywords:
Ukrainian refugees, physical education, curricula comparison, integration
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