PEDAGOGICAL POTENTIAL OF PLAY AND SPORT-BASED ACTIVITIES IN OVERCOMING EDUCATIONAL AND HUMANITARIAN GAPS: THE INTERNATIONAL PRACTICE OF "RIGHT TO PLAY"

Abstract

The article presents a comprehensive pedagogical analysis of the international organization “Right To Play” as a leading institution that employs play-based and sport-oriented methodologies to promote social inclusion, protect children’s rights, and overcome educational and humanitarian gaps in crisis-affected regions worldwide.
It is substantiated that under contemporary humanitarian challenges, physical culture and sport have evolved beyond traditional normative educational functions into powerful instruments of social engineering, humanitarian diplomacy, and soft power.
Based on the analysis of international policy reports, including United Nations and Commonwealth frameworks, the study demonstrates that purposeful physical and play-based activities contribute significantly to the formation of social capital, psychosocial resilience, and inclusive educational opportunities.
Particular attention is devoted to the functional role of sports ambassadors, who are conceptualized not merely as promotional figures but as active agents of change and social mediators. The article proves that the involvement of globally recognized athletes enables the transformation of sporting authority into an effective mechanism of humanitarian advocacy, reducing stigma, promoting inclusion, and supporting vulnerable populations.
The research details the practical outcomes of “Right To Play” initiatives, particularly the successful implementation of inclusive educational and psychosocial rehabilitation programmes in countries such as Ghana, Senegal, Rwanda, and Uganda, as well as the organization’s contribution to the international recognition of the United Nations International Day of Play.
It is demonstrated that the integration of play-based learning modules into educational systems effectively supports psychosocial recovery, promotes health awareness, advances gender equality, and strengthens educational access in conflict and post-conflict contexts.
The article also identifies key challenges in international sport-for-development initiatives, including financial sustainability, resource allocation, and institutional coordination.
The study concludes that the pedagogically verified experience of “Right To Play” possesses substantial practical significance for the development of national strategies aimed at post-war educational recovery, social reintegration, and psychosocial support for children affected by armed conflict, particularly in Ukraine.

Received: February 18, 2026
Accepted: March 06, 2026
Published: May 28, 2026