Proceedings of the International scientific and practical conference ―Science in the Era of Globalization‖ (May 22-24, 2026) / Publisher website: www.naukainfo.com. - Zurich, Switzerland, 2026. - 353 p.

191 Central, Northern, and Western Europe) is also needed to identify the most inclusive educational practices. Conclusions: The comprehensive theoretical and methodological analysis conducted allows us to conclude that the integration of Ukrainian school-age children into the educational spaces of European countries represents a sociocultural, scientific, and pedagogical phenomenon unprecedented in its scale, dynamics, and structural complexity. The security and institutional stability acquired by forced migrants in their host countries are simultaneously linked to a complex set of profound academic, sociocultural, and psycho-emotional challenges. Systematization of the research results allows us to formulate the following key conclusions: - Multi-vector and systemic barriers. The key obstacles to the successful integration of migrants into European society remain the critical language barrier and fundamental differences in the didactic models of the European and Ukrainian education systems. The situation has been significantly complicated by the regulatory and legal changes of 2024–2026, which have transformed the integration process from a voluntary choice to a strictly regulated, mandatory qualification. - The phenomenon of academic burnout among students. The "dual learning" model, resulting from the need to simultaneously master both full-time European and distance Ukrainian curricula, is a destructive factor. It provokes the exhaustion of the child's psycho-emotional sphere, distorts cognitive processes, and reduces the overall effectiveness of mastering both curricula. - Methodological heterogeneity. Traditional, directive, orthologically oriented methods of language teaching in forced migration contexts demonstrate low productivity and high stress index. Flexible, interactive, and contextual strategies are recognized as the most viable and sustainable—in particular, Translanguaging, CLIL (Content-Language Integrated Learning), and TPR (Total Physical Response). They significantly reduce the level of fear of error and promote the preservation of the child's core identity.