20.500.12556/RUL-168737 Beyond barriers exploring foreign language learning experiences of students with diverse learning needs in four European countries While foreign language learning is increasingly recognized as crucial for educational and social inclusion, the experiences of students with diverse learning needs in foreign language classrooms remain understudied. This study investigated the relationship between Personal Engagement (PE) and Learning Attitudes (LA) among students with diverse learning needs in foreign language learning contexts across four European countries (Greece, Germany, Slovenia, and Poland). The study involved 95 students (aged 8-25) with various learning needs: visual impairment (n = 16), deafness/hard of hearing (n = 14), physical/motor impairment (n = 32), and learning difficulties (n = 33). Data were collected through interviews and standardized questionnaires examining both PE and LA, with findings analyzed using both qualitative and quantitative methods. Results revealed that LA scores consistently exceeded PE scores across all groups, with students with physical impairments showing the strongest correlation between engagement and attitudes (r = 0.674, p < 0.001), while students with visual impairments demonstrated high LA despite moderate engagement levels. Students with diverse learning needs maintain remarkably positive attitudes toward foreign language learning despite varying engagement levels, suggesting that educational barriers may be more related to access and delivery methods than to students’ willingness to learn. This emphasizes the need for tailored support strategies that can transform positive attitudes into fuller engagement across different types of learning needs. foreign language learning diverse learning needs personal engagement learning attitude inclusive education cross-national study EFL tuji jezik učne izkušnje učenje in poučevanje jeziki true false true Angleški jezik Slovenski jezik Članek v reviji 2025-04-22 08:29:12 2025-04-22 08:29:13 2025-04-23 04:01:56 0000-00-00 00:00:00 2025 0 0 19 str. art. 1520944 Vol. 10 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37 2504-284X 10.3389/feduc.2025.1520944 233134083 RAZ_Karatsiori_Marianthi_2025.pdf RAZ_Karatsiori_Marianthi_2025.pdf 1 21AE805F8339B2024815F276964A3579 98ae3dd106cf30baa737c78d3c7b3dccecd3911c1a3064596cafdeca11a7effe 70ffe153-1f43-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=209634 https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1520944/full 1 f8bba068-1f41-11f0-b232-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=209633 Pedagoška fakulteta 0 0 0