Syrian Refugee Students Research Articles

Integration of displaced students into the culturally and linguistically different school environment

AbstractThe rapid increase in the number of refugees arriving in the last decade and the discussion about the integration of Syrian refugees into Turkish society has received special attention. As an important tool of socialisation in childhood, the educational system and school environment need to be structured using refugee‐friendly and equity‐based methods to meet the needs and expectations of refugee children. Based on the perceptions of school leaders and teachers, this study attempts to understand the challenges faced by Syrian refugee students during their integration into the school environment in Turkey and explore the practices of educators in meeting these challenges. A phenomenological qualitative design explored educators' beliefs, thoughts and experiences regarding the education of Syrian refugee children in Turkish schools. Participants of this research were 21 educators including 4 principals, 3 assistant principals, and 14 teachers working in primary and secondary schools with Syrian refugee students. The results show that Syrian refugee students in Turkey encounter various challenges as they adjust socio‐culturally, psychologically, and academically within the school setting. Although some of the teachers apply culturally relevant methodologies unconsciously, there is a gap in professional training on this. Educators declare the need for more practical and inclusive approaches despite the efforts by the Ministry of National Education. Hence, this study suggests the necessity of targeted training programmes because the purpose is to better equip teachers with effective strategies of integration. Thus, it is recommended that gradual language education and mutual cultural activities are widely applied to make refugee students feel more comfortable and to successfully improve their academic achievement. Context and implications Rationale for the study This research is motivated by the precarious situation of Syrian refugee students residing in Turkey. Why the new findings matter The new findings underline large gaps in culturally responsive pedagogy among educators and call forth the need for all‐round, hands‐on training programmes to better facilitate the academic and socio‐cultural integration of refugee children. The findings also reveal a gap in the familiarity and application of culturally responsive pedagogy among educators, pointing to a need for professional development in this area. Implications for practitioners, researchers and policy makers This paper, therefore, calls for the practical training of practitioners in culturally responsive pedagogy to become more supportive of their refugee students. A call is sent out to the framers of the educational policies, which incorporates comprehensive professional development along with inclusive education policies that address the requirements of refugee children. Building on these findings, researchers might explore systems, strategies, and interventions to effectively integrate displaced students into the classroom. The study thus requires collaborative efforts in the creation of supportive school environments that juxtapose socio‐cultural and academic success for quality education among refugee students.

Social acceptance of Turkish middle school and Syrian refugee children towards individuals with autism

Objectives The aim of this study was to determine and comparatively examine the level of social acceptance that Syrian refugee and Turkish middle school students feel towards individuals with autism and to compare that acceptance with that of individuals in other special needs groups. Methods The study group consisted of 378 typically developing children who were studying at the 5th, 6th, 7th and 8th grade levels. Of the participants, 108 were Syrian refugee students and 270 were Turkish students. Quantitative and qualitative data were collected from the participants to determine the level of willingness of the students to be in the same neighborhood, school, class, group or desk with individuals with autism. Results According to the findings of the study, Turkish participants felt a higher level of social acceptance towards individuals with autism than Syrian refugee participants. On the other hand, both Syrian refugee and Turkish students were found to feel less social acceptance towards individuals with autism compared to groups with other disabilities. The study also revealed that the participants had various prejudices and their perceptions were shaped by misinformation or incomplete information about individuals with autism. Conclusions Efforts should be made to positively change the attitudes of all students, especially Syrian refugee students, towards the social acceptance of individuals with autism in Turkey.

Higher education for Syrian refugee students in Türkiye: challenges and expectations

ABSTRACT The Syrian civil war affected many Syrian students. This exploratory study focuses on Syrian higher education students who were forced to emigrate to Türkiye during the Syrian war. Semi-structured interviews were conducted with 13 Syrian refugee students studying at a public university in Hatay. In the light of hope theory, thematic analysis was applied to explore Syrian refugee students’ experiences during and after higher education in Türkiye. The study found that language and, especially for female students, being a parent are among the challenges that Syrian refugee students encounter during higher education. However, despite the challenges, Syrian students were hopeful for their future in Türkiye.

The Acculturation and Adaptation of Syrian Refugee Students: A Systematic Review of the Literature

In the contemporary landscape, we confront the global refugee crisis, a complex phenomenon rooted in a confluence of political, economic, and social factors. Refugees are compelled to immerse themselves in unfamiliar cultures, often markedly distinct from their places of origin. As they navigate the intricacies of integrating into novel social and cultural milieus, the concepts of acculturation and adaptation assume paramount significance, particularly within the sphere of education. The primary objective of our review paper is to provide a meticulous and systematic examination of academic studies undertaken to illuminate the experiences and outcomes of the acculturation and adaptation processes among Syrian refugee students in Turkey. To accomplish this, we conducted comprehensive keyword searches across ten English-language databases and three Turkish-language databases. In the initial sweep of the literature, we identified a total of 591 pertinent studies. Subsequently, following rigorous scrutiny, we selected and included 14 full-text articles, authored in both English and Turkish, spanning the period from 2011 to 2022, for our analysis. These fourteen articles were assessed and reported in accordance with the PRISMA criteria. Our analysis of the available sources revealed that language proficiency emerged as the most pivotal variable influencing educational outcomes and adaptation to the host culture. Indeed, our findings underscore the pivotal role that educational institutions play in facilitating the acculturation and adaptation of Syrian refugee students.

Editorial: Transformative Impact of Artificial Intelligence on Higher Education

Welcome to this second issue of Transnational Education Review (TER) in 2023. In this editorial, we also would like to reflect on an emerging phenomenon: Artificial Intelligence (AI) and its impact on higher education. We would like to invite colleagues to submit their research, commentaries, debates and viewpoints in coming issues to share views and shape the agenda regarding AI and the future of learning and teaching in higher education. In this second issue of Transnational Education Review (TER) in 2023, we have a set of interesting articles from around the world. In the opening article, Görsev Sönmez and Serkan Gürkan examine the perceptions of pre-service teachers regarding the refugee students in the education faculty of a private university in Istanbul, Turkey. Second paper by Emel Kiliç explores the socio-cultural integration of Turkish-speaking migrants in Belgium. As Emel explains migration can be a challenging but rewarding experience, in Belgium, integration courses are available to provide essential support for migrants so that they adapt to their new environment. In Betül Dilara Şeker and Ibrahim Sirkeci’s insightful article, they argue that language proficiency was the most critical variable in education and adaptation to the host culture, and their findings indicate the importance of schools in the acculturation and adaptation of the Syrian refugee students. We hope you will find these contributions useful. Finally, once again, we extend an open invitation to all researchers, practitioners and scholars to join us in this debate with their research, views, comments and reviews.

Educational Challenges that Syrian Refugee Students with Disabilities Experience

Since the beginning of civil war in Syria, Türkiye has been receiving millions of Syrian refugees. Based on the reports of Ministry of National Education (MONE) in Türkiye, more than one million refugees in Türkiye are at school age. Children are one of the most effected groups from the refugee flow. The related literature indicated that lack of communication and language skills, limited support by parents, economic and cultural differences were reported as educational challenges that typically developing Syrian refugee children in Türkiye have been experiencing. There are few studies explored the educational challenges that Syrian refugee children with disabilities have ben experiencing. Thus, this study explored the educational challenges that Syrian refugee children with disabilities experiencing. A structured and a semi-structured interviews were conducted with eight parents of refugee children with disabilities and eight teachers of students. This study found that, language and communication barriers, cultural differences, economic issues, limited cooperation, and lack of educational materials were the challenges regarding education of refugee children with disabilities. This study provided implications for practice and suggestions for future research.Keywords: Educational Challenge, Syrian, Refugee, Disability, Parent, Teacher

Development of a refugee education competency framework: Turkish context with Syrian refugee students

ABSTRACT This study was based on the current Turkish education system, which attempts to integrate nearly one million school-age refugee children into regular schools. Although the activities carried out in Turkey point to positive developments regarding the integration of refugee students, some of the problems observed in refugee education still exist. The current research, which aims to develop a ‘framework of teacher competencies in refugee education', was designed as a mixed method in explanatory design, which includes both qualitative and quantitative aspects. Firstly, the expert interviews and literature reviews were conducted to determine the themes ‘instructions', ‘motivation', ‘culture', ‘language', ‘being a refugee', ‘communication', and ‘social adaptation'. Then, by using the measurement tool including these themes, the opinions of primary and secondary teachers (N = 1219) who teach refugee children about teacher competence were collected. The findings obtained from the opinions of the participant groups were presented in the form of research questions in line with the themes. Teachers’ perspectives, on how and why the relevant competence framework is important, have been revealed.

Syrian refugee students’ sense of school belonging and educational aspirations

This study investigated the Syrian refugee students’ sense of school belonging and educational aspirations in Türkiye. The study used a mixed methodology. The sample consisted of 318 Syrian students in middle (grades 5–8) and high schools (grades 9–12) in a metropolitan municipality located in a large city in central Anatolia in the fall of the 2021–2022 academic year. The quantitative data was collected with the Sense of School Belonging Scale. Descriptive statistics, correlation, regression, and factor analysis were used to analyze the quantitative data. The qualitative phase involved semi-structured interviews with 15 voluntary students through an interview form with open-ended questions, and content analysis was used to analyze the qualitative data. The results indicated that students’ perceptions sense of school belonging was at a medium level. Student perceptions of their sense of school belonging differed based on student gender, duration of stay, and the schools in which they were enrolled. A sense of belonging was important for students in certain schools. Students’ educational aspirations were related to family socioeconomic status, social alienation, school acceptance, parental education, and the gender of the students. The paper concluded by suggesting that targeted policies are required for the improvement of the sense of belonging of Syrian refugee students.

The Role of Temporary Education Centers on Syrian Refugee Students' Socio-cultural Adaptation

Temporary Education Centers (TECs), which closed in 2019, were established to ensure that Syrian students continue their interrupted education in their native language and slowly acquire the necessary Turkish language skills for social adaptation and transition to public schools. This qualitative study analyzes how these institutions, particularly their organizational structure, language education, and teachers’ perception, affect the socio-cultural adaptation of Syrian students in Turkish society. The data for this study were gathered through semi-structured interviews with Syrian and Turkish administrators and teachers, and Syrian students in a TEC. The collected data was analyzed using Critical Discourse Analysis. The findings indicate that Syrian students in TEC experience isolation from the Turkish community, therefore feel anxious about their social adaptation. Yet, Syrian and Turkish administrators do not share the same concerns with the Syrian students because of carrying different educational and social agendas. On the other hand, Syrian and Turkish teachers are mainly concerned about Syrian students’ social identity construction and educational achievement. This study explains the reasons for having various social adaptation expectations and argues that isolated educational institutions for refugees generate negative results for refugee students’ social adaptation.

A tug of war of emotions: experiences of principals with refugee students

ABSTRACT This study explores the experiences of 16 principals in schools in Ankara, Türkiye, who had Syrian refugee students, as well as the emotional challenges they faced while coping with the demands of their daily activities. The study uses a phenomenological research design as a qualitative design and is based on the Transcendental Phenomenology (TPh) of Husserl. Participants working in socio-economically disadvantaged schools were given semi-structured interview questions. The findings indicate that the experiences of the participants were perceived and shared through three main themes: emotions which are unique, schools as a micro-cosmos of larger society, and using strategies and balancing emotions that are found to be crucial. The findings have several implications, including the need for principals to manage their emotions and balance their thoughts and feelings. Besides, it seems as if schools have the potential to reflect and represent the present global situation. This is worth exploring further by practitioners, policymakers, and researchers.

Examining the effectiveness of a group hope intervention program in Syrian refugee children: A pilot study

ABSTRACT The purpose of this study was to investigate the effectiveness of a 6-session hope-based intervention program on the levels of hope and psychological resilience of Syrian refugee children. The pre-test post-test control group design was implemented. A total of 42 Syrian refugee students in 5th grade participated in the study. 2 × 2 mixed ANOVA, independent sample t-test, and dependent sample t-test were conducted for data analysis. Mixed ANOVA revealed that the intervention group had more improvement in hope and psychological resilience scores compared to the control group. Dependent sample t-test revealed that while the hope and resilience scores of the intervention group were maintained, the hope scores of the control group significantly decreased. Independent sample t-test revealed a statistically significant difference between the post-test hope scores of the groups. Research findings supported that hope-oriented approaches can be effective in improving the resilience of Syrian refugee children in the long term.

Quality and social justice in refugee education: Syrian refugee students’ experiences of integration into national education systems in Jordan

ABSTRACT The past decade has seen a policy shift from separate and parallel education systems for refugees to integration into national education systems. The benefits from integration, including longer-term planning, more sustainable funding and opportunities to improve the quality of education are highlighted in the literature. However, there has been less attention to how integration is implemented in practice, how different models of integration are experienced by refugee students, and the extent to which they provide quality education and advance social justice for refugee students. This paper draws on Nancy Fraser’s principle of parity of participation and integration theory to examine Syrian refugee students’ perspectives across three models of integration in Jordan (camp, second shift and host community schools). Drawing on qualitative and quantitative data, we highlight how each model gives rise to social arrangements which, in different ways, impede socially just and equitable education.

“What doesn’t defeat me makes me stronger” A Qualitative Study drawing on the Perspectives of Syrian Refugee University Students in Turkey

ABSTRACT Education is one of the most crucial instruments for refugee youth to remove the disadvantages and enhance their social and structural integration into society. However, the unequal education opportunities concerning the barriers avoid the integration of refugee students into society and make them prone to discrimination. This qualitative descriptive design study aimed at describing the experiences of the subjective perspectives of Syrian refugee students about higher education. The participants were final-year undergraduate Syrian refugee students. Data were collected by conducting in-depth semi-structured face-to-face interviews using a pilot-tested interview guide. The researchers followed a systematic data analysis procedure. The themes were finalized once the researchers had reached a consensus. The responses of the students were subsumed under the following three main themes: (1) Being ‘other’, (2) Hopes vs Realities, and (3) What doesn’t defeat me makes me stronger. The participants reported feeling ignored and worthless due to the biases and assumptions of society, which result in stigma and discrimination. Additionally, refugee students revealed that their peers and even educators may sometimes share the same beliefs. However, the study also underlined the value of resilience in shaping the perspectives, even though they faced many challenging experiences.

A Comparison of In-class Student Engagement and School Environment between Refugee and Host Community Students

As wars and persecutions persist in many parts of the world, education and integration programmes for refugees have received more attention in recent years. This research attempts to illuminate differences between the host community and refugee students through students' eyes in the Kurdistan region of Iraq- Sulaymaniyah city. Our main research aims were to have a quantitative understanding of the differences and associations between the elements of in-class student engagement (preparations for classes, active listening and participation) and school environment (social environment: student-teacher relationship, student-student relationship and physical environment). The sample consisted of 193 grade 8 and 9 students in Sulaymaniyah province (104 host community students and 89 Syrian refugee students). The comparative analysis was made based on the available data and study statistics. The statistical analysis showed that there were significant statistical differences between the two groups of students regarding preparation for classes and class participation, while there was not a significant difference between them regarding active listening in class. Significant differences related to social and environment satisfaction were also revealed. Through correlation tests, associations were found between in-class student engagement and social environment elements.

Syrian Newcomer Students Share Their Experiences in Canadian Schools

The purpose of this study was to investigate the experiences of Syrian refugee students in Canadian schools. Article 12 of the Convention on the Rights of the Child (CRC) was used as a framework. Data collection involved one-on-one interview with students. Data from the interviews was analyzed using an open-coding technique to identify themes and patterns. Although the students had positive resettlement experiences, some of them experienced difficulties with their learning. Based on the findings, we propose recommendations for educators and schools welcoming Syrian refugee students.

Learning Mathematics in Schools Located in Temporary Accommodation Centers: Experiences of Syrian Refugee Students

Learning Mathematics in Schools Located in Temporary Accommodation Centers: Experiences of Syrian Refugee Students

A Study on Turkish and Syrian Educational Experiences of Syrian Refugee Students and Parents Residing in Turkey

In this study, Turkey and Syria education experiences of Syrian refugee students and parents residing in Turkey were examined. In the research, the data were collected through a qualitative semi-structured interview form, and the interviews were conducted face to face. The interviewees were coded as E1, E2, E3… and K1, K2, K3… and their real names were not used. The data obtained were analyzed with the descriptive analysis method and the interview items used in the research were interpreted separately. According to the results of the research, the majority of the participants regarding the education practices in Turkey stated that they are happy to receive education in Turkey, they thought their time spent in schools is productive and their children are valued in Turkish schools. When their views on their school experiences in Syria are examined, some of the participants stated that school hours are short and there are more out of shcool learning opportunities. However, the majority of the participants in the research stated that they are discriminated as Arab or Turkmen in schools, almost all teachers’ paractice violence and therefore students do not like school. When the school memories in Turkey were examined, half of the participants did not express any opinion, half of the rest stated that they had positive memories, and the other part stated that they were exposed to racial discrimination. Smilarly, when their school memories in Syria were examined, very few of the participants expressed positive opinions about school memories, on the other hand nearly half of the participants stated negative opinions about school memories in Syria, such as racism, physical and psychological violence, and traumatic environments. The same participants stated that there is a democratic educational atmosphere in Turkey, guidance service is more effective in education and education is more advanced in terms of technical equipment. Smilarly, it was stated that exams are fair in Turkey, they in Syria the situation is verse. When the answers given by the participants to the teacher students relationships in Syria physical violence and intimidation are frequently seen, but the teachers in Turkey are more flexible and sensible. Participants indicated that mixed-sex schooling system was seen positive. It is thought that the findings obtained as a result of this examination can contribute to the integration of Syrian students and their parents

Syrian Newcomer Students’ Feelings and Attitudes Regarding Their Education in Canada

The purpose of this paper is to share and discuss our research findings on the experiences of Syrian refugee students in elementary public schools in a southwestern region of Ontario, Canada. We used Article 12 of the Convention on the Rights of the Child as a frame to guide this study. Data collection involved an anonymous questionnaire completed by the students. The majority of the students experienced interruptions to their education prior to resettlement in Canada. The students reported positive resettlement and socio-cultural experiences in Canada, however, some of them faced difficulties with their learning.
 Key words: Syrian refugee students; resettlement; school experiences in Canada

The effectiveness of a preventive counseling program based on cognitive-behavioral therapy in reducing the dropout rate and improving the level of achievement among Syrian refugee students in Jordan.

يُعدّ التسرب المدرسي ليس بالظاهرة الجديدة التي تعاني منها التربية والتعليم والمدارس، ولا يقتصر على جنس دون الآخر، أو على طبقة اجتماعية اقتصادية دون الأخرى أو على دولة معينة من الدول، ولكنها تختلف من مجتمع إلى آخر باختلاف الظروف الإجتماعية والاقتصادية والثقافية لتلك المجتمعات. كما إن التسرب يؤدي إلى تحول اهتمام المجتمع من البناء والأعمار والتطور والازدهار إلى الاهتمام بمراكز الإصلاح والعلاج والإرشاد، وإلى زيادة عدد السجون، والمستشفيات ونفقات العناية الصحية، كما يؤدي تفاقم التسرب إلى استمرار الجهل والتخلف . وأما عن موضوع الدراسة الحالية فهو مرتبط بالقضية السورية وأحداثها التي باتت من أخطر الأزمات السياسية وأصعبها التي شهدها هذا العصر , حيث أدت إلى معانات وتشرد الملايين من الشعب السوري داخل الأراضي السورية وفي البلاد المجاورة كالأردن، وتركيا، ولبنان، ومصر، والعراق. ووفقاً لتقرير المفوضية السامية للأمم المتحدة لشؤون اللاجئين عام (2015) فان هنالك ما يعادل (618500) لاجئا سوريا في الأردن والذي يعادل ما يقارب (15%) من عدد سكان الأردن.

Explanation of the Perceptions on Children’s Rights of Syrian Refugee Students Studying at Primary School with Experience

Syrian citizens who took refuge in our country after years of civil war have social, cultural, and economic problems. The most problematic segments are children. Children also lack the use of their fundamental rights in addition to these compliance problems. The aim of the present study was to conduct research on the Syrian refugee students' perceptions of children's rights. In the study, explanatory sequential design was preferred among mixed method designs. The scale was applied to 178 students. In the qualitative part, eight of the students to whom the scale was applied were selected, and semi-structured interviews were conducted. With these interviews, it was aimed to determine the perceptions of the students about children's rights based on their experiences. As a data collection tool, the ''Asylum Seeker Students' Perception of Children's Rights Scale'' developed by the researcher and semi-structured interview questions were used. The SPSS package program was used in the analysis of quantitative data. As a result of the scale data, no significant difference could be found in the perceptions of the Syrian refugee students regarding children's rights according to gender, age, class level, and duration of living in Turkiye. There was a significant difference in the number of siblings variable. It was determined that this difference was different between the group that was marked '' I have no siblings'' and the other groups. As a result of the study, suggestions were made to work with different refugee children and to give more importance to the issue of children's rights in the Turkish education system.