“SOCIETIES IN MOTION”: A CURRICULUM MODEL FOR TEACHING THE SOCIOLOGY OF MIGRATION
DOI:
https://doi.org/10.46991/BYSU.F/2026.17.1.137Keywords:
Sociology of Migration, Theories of Migration, Inclusion, Integration, Acculturation, Teaching Methodology.Abstract
This methodological article presents the significance, structure, and pedagogical peculiarities of the course Sociology of Migration designed for Bachelor-level students of social and humanitarian specialties. Today, migration has emerged as one of the most influential social processes shaping demographic transformations, labor markets, urban development, cultural interactions, political conflicts, and identity formation. In the context of world’s societies complex and even chaotic developments, forced displacement, and increasing transnational mobility, sociology students require systematic theoretical and methodological training to comprehend migration as a multidimensional social phenomenon.
Particular attention is devoted to migration-related integration processes. Contemporary societies increasingly encounter challenges associated with social inclusion, intercultural communication, ethnic relations, discrimination, segregation, and the adaptation of migrants within receiving communities.
Consequently, the course introduces students to major sociological approaches to integration, assimilation, multiculturalism, transnationalism, and acculturation, enabling them to critically analyze the complex relationships between migrants and societies.
The article argues that the incorporation of migration sociology into BA-level sociological education is essential for the development of analytical, critical, and research-oriented competencies. The course combines theoretical lectures with seminar discussions, case-study analysis, comparative perspectives, visual materials, and elements of empirical interpretation. Particular emphasis is placed on establishing connections between sociological theory and contemporary migration realities in both global and local; sending and receiving contexts.
The anticipated educational outcomes include the development of sociological imagination, reasoning, the capacity to analyze migration and integration processes, enhanced analytical and communicative competencies, and the preparation of students for further academic research and professional engagement in migration-related fields.
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