B.11. Psychopedagogical Perspectives on Motivational Processes and Participation in Contemporary Learning Environments

In a society marked by digital transformation, geopolitical instability and widening inequalities, contemporary learning environments face increasing demands. Schools are expected to promote students’ motivation, capability and resources for lifelong learning, preparing them to navigate uncertainty and participate as active and critical citizens. (OECD, 2025). According to Self-Determination Theory (Ryan & Deci, 2017), understanding learners’ motivation is central to fostering self-directed and sustained learning over time. Motivational processes flourish when students can act with a sense of initiative, experience themselves as capable of mastering meaningful challenges, promote metacognition and develop relationships in which they feel recognised and supported. Supporting students’ motivation requires pedagogical practices that acknowledge learners’ perspectives, respond to their interests and allow space for meaningful initiative (Reeve et al., 2022). Active teaching strategies (e.g., cooperative, problem-based or project-based learning) offer opportunities in which motivational processes can unfold, enabling collaboration, negotiated roles, and reinforcing perceived self-regulation and competence. While teachers remain central agents in shaping these dynamics, peer relations and family involvement also contribute to students’ sense of belonging and participation in learning.
This panel welcomes theoretical and empirical contributions that examine motivational processes across educational levels and contexts. We particularly encourage studies on contextual factors shaping students’ motivation (e.g., teacher-student interactions, teaching style, active teaching strategies), also with the support of transversal skills promotion (e.g. metacognition, critical thinking). Contributions addressing teacher-related factors that influence teaching style (e.g., self-efficacy, motivation to teach), as well as the role of peers and families in sustaining engagement and participation, are also welcome.