Employing Mixed Intra-Paradigm Qualitative Methodology to Examine the Extracurricular Activities Impact on Underprivileged Pupils and University Students

Introduction. Connecting school training with the professional world is essential in education. While the curriculum aligns with expectations, it often fails to prepare individuals for life. Extracurricular activities can play a crucial role in this process when wisely implemented.

Goals and Methods. The study examined education students’ experiences during extracurricular activities with disadvantaged pupils, aiming to identify positive aspects, propose improvements, and create a platform for policymakers to support students’ and educators’ involvement in extracurricular initiatives. A mixed intra-paradigm qualitative research methodology was employed, with Participatory Action Research (to enhance through collaboration extracurricular projects), case study (to delve into participants’ experiences in the extracurricular projects), and photovoice (to amplify participant voices and inform policymakers of the results). The data collection process included nine in-depth interviews with pupil participants, ten focus group discussions involving education students, and 153 photos captured during various stages of photovoice, facilitated by 17 undergraduate students. Transcriptions of interviews and focus group discussions were analyzed using thematic analysis, researchers coding data, and organizing it by categories and themes. The analysis was validated through member-check and peer evaluation.

Results. The emerging themes derived from the data analysis showed positive results and are: celebrating success, involvement, hugs, portraits of joy, cooperation, joyful play, skillful teaching, overcoming obstacles, outdoor activities, learning from each other, inclusive attention, and student-teacher relationships.

Conclusions. The university students’ involvement in extracurricular activities allowed them to apply theoretical knowledge in practice and develop professional skills for successful integration into the labor market. The study facilitated the collaboration of educators, policymakers, and employers, consolidating the partnership between universities (as institutions providing training) and employers. Professional training frameworks for the future education workforce were made available to educators and policymakers alike. The study limitation refers to its application in one university and we recommend applying it to other universities.