Educational Integration, Social Inclusion and Transition to Work: A Scoping Review of Conceptual Frameworks

Abstract

This study examines frameworks that describe educational integration, social inclusion, and the transition to working life among students with immigrant backgrounds in higher education. A scoping review of 14 studies identified three framework clusters: social inclusion, educational support, and transition to working life. The findings show overlap but limited integration, particularly in linking pedagogy to labour market outcomes. A multi-level model (micro, meso, macro) is proposed, interpreted through the lenses of educational integration, social inclusion, and knowledge management, highlighting the need for more integrated approaches.