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In education, natural disasters, management of domestic and foreign policies of states, and solutions to problems that arise in organisational institutions constitute a wide range. Crises can be partially eliminated, or their adverse effects can be reduced with appropriate risk management and planning thanks to planned crisis management and effective target-oriented education. The subject of "Crisis Management" has developed worldwide and has increasingly gained importance in teaching the most effective management of the crisis process in political, social and security areas. In this study, the methods, tools and practices regarding crisis management applied in the Syrian crisis, which started in the Middle East in 2010 and grew with the refugee problem in Turkey and all over the world and turned into a hot war with the effect of the Arab Spring, which also brought socio-economic issues and the methods, tools and practices applied in Syria, Turkey's close neighbour located on the southern border, were examined. Inferences and solution suggestions regarding teaching effective crisis management and communication are presented in the study's findings.

Open educational resource (OER) initiatives have opened new avenues for educational opportunities, yet OER adoption levels globally remain low. Two significant obstacles to more widespread adoption of OER are the challenge of internet connectivity that nearly half the world's population still faces, and the lack of locally-relevant (e.g. in terms of language and curricula) OER resources. This article's contribution is twofold. First, it presents a qualitative landscape analysis of existing primary- and secondary-level Arabic-language digital OERs and of the initiatives that provide these resources. Second, it details applied research via a case study, wherein appropriate resources identified in the analysis were subsequently curated for inclusion in an offline digital library currently being used in schools in Northeast Syria that offers all Open resources. Results from the landscape analysis indicate a limited quantity of Arabic-language OER content available for primary and secondary education. Furthermore, multiple challenges hinder the adoption of OER in resource-constrained settings. Accordingly, recommendations are made that could help to improve these resources' ability to be used, particularly drawing from the article's applied case study for examples. Given the case study's application of providing locally-relevant OER resources in an offline setting, this article provides a real-world example of furthering open e-learning, despite infrastructural, linguistic, and socio-political challenges. As such, it advances research supporting innovative e-learning practice, and should be of interest for scholars and practitioners interested in furthering the adoption of open e-learning in low-resource settings globally.

Cultural brokers play a critical role of helping researchers navigate cultural and language barriers to gain insight into communities. This paper focuses on one cultural broker who helped facilitate community-based research among the refugee community. Her professionalism, expertise and knowledge of the community made her a valuable resource for both the researchers and the community. This work acknowledges the position of power and privilege that cultural brokers hold in community research.

Considering the negative situations faced by the migrating societies, it is known that the language and culture factors exert a stronger influence on the mathematics course than the other undesirable conditions. From this perspective, it is known that the mathematical performance of individuals is likely to increase by placing the concept of number sense in the center. Therefore, the present study aimed to examine the number sense skills of Syrian immigrant students with reference to gender and duration of stay as an immigrant as well as to determine their conceptual awareness of number sense-related components. The descriptive correlational design was used in this study in which 152 immigrant students participated. Web-based two-tiertest was used in the data collection process, and descriptive statistical values and t-test for independent samples in the analysis of the data. As a result, it was found that male students compared to female students, as well as those who had been immigrants in Turkey for a long time compared to those for a shortertime showed higher number sense performances,though most of the students were at a low number sense level. In addition, the differences appeared significantly in relation to the variables of gender and duration of stay as an immigrant. A surprising result is that most students preferred number sense-based solutions as the basis for their answers. It can thus be concluded that the number sense performances of Syrian immigrant students are lower than expected and that future studies are needed not only to focus on teachers but also on teaching methods and materials in order to take immigrant problems under control and to come up with solutions with a view to overcome such challenges.

This research aims to analyze language patterns in hate speech found in comments on YouTube about Rohingya refugees in Thailand and Syrian refugees in Europe. Data were collected from 4,113 comments in Thai and 13,960 comments in English and appeared on a video-sharing website specifically from news clips about Rohingya refugees in Thailand during the year 2015- 2019 and news on Syrian refugees in Europe during 2013-2019. After applying critical discourse analysis theory on the data, three types of hate speech were found: 1) name calling; 2) verb phrases; and 3) modifiers. The hate speech addresses race, religion, gender, body shape, taste, potential, ability, and individual or group identity. There were five types of name-calling, namely regarding race, religion, threats, animals/evil, and being unwanted; three types of verbs, namely danger/threats, behaviors/actions, and eviction/expulsion; and two types of modifiers, namely degrading quality and degree intensity. The three sets of vocabulary equally form hate speech in Thai and in English. In both languages, refugees are portrayed as villains, devalued as unwanted, dangerous, and offensive. Modifiers are used to magnify the degree of intensity driven by the underlying emotional implications.

Promoting the education of talented and gifted students is a crucial aspect of establishing a strong society focused on scientific knowledge. This praxis article delves into the implementation of strategies in the Syrian Arab Republic to support and identify gifted students, focusing on initiatives such as the Syrian Scientific Olympiad, the National Centre for Distinguished Students, and Academic Programs for Distinguished Students. Data collection methods utilized in this study shed light on the outcomes of these initiatives and measures taken to promote gifted education in Syria. The analysis of this data provides insights into the impact of these programs on gifted students in crisis-stricken regions. The study emphasizes the significant role played by the Distinction and Creativity Agency in nurturing exceptional talents and fostering personal growth. Overall, the support provided to gifted students contributes to cognitive advancement, psychological well-being, and skill development, enhancing their overall well-being and paving the way for successful futures. The government's commitment to supporting gifted education in the Syrian Arab Republic reflects its dedication to promoting talent and creativity in the Arab region.

Since the beginning of the civil war in Syria, Türkiye has been receiving millions of Syrian refugees. Based on the reports of the Ministry of National Education (MONE) of Türkiye, more than one million refugees in Türkiye are of school age. Children are one of the most affected groups from the refugee flow. The literature indicated that lack of communication and language skills, limited support by parents, and economic and cultural differences were educational challenges that typically developing Syrian refugee children in Türkiye have been experiencing. However, very few studies have explored the educational issues that Syrian refugee children with disabilities have been experiencing. This study was conducted to contribute to the literature by exploring the educational challenges that Syrian refugee children with disabilities have been experiencing. Structured and semistructured interviews were conducted with eight parents of refugee children with disabilities and eight teachers of the students. Findings of the present study indicated that most of the educational issues that children with disabilities have been experiencing were the same as those experienced by typically developing Syrian refugee children. These common issues included language and communication barriers, cultural differences, and economic issues. The present study added that limited cooperation between parents and teachers, lack of educational materials designed for bilingual children with disabilities, and lack of expectations of parents from their children with disabilities were the issues that Syrian refugee children with disabilities have been experiencing. This study provides implications for practice and suggestions for future research.

The knowledge of historically marginalized learners, including racially and linguistically minoritized learners, tends to be obscured in institutionalized learning contexts and by the dominant discourse of "learning loss," which was reinforced during the COVID-19 pandemic. Based on critical ethnography and the methodology of shared walks, this article highlights intergenerational ways of knowing embodied and emplaced in the context of traditional farming sustained and mobilized by a Syrian refugee family. We illustrate what children were indeed learning in the land of refuge during the pandemic, with their family, beyond narrowly defined in-school learning. We conceptualize the recentering of intergenerational ways of knowing, often overlooked in colonial institutionalized learning spaces, as "transdisciplinary" acts for disrupting the hegemonic disciplinary formation of science, technology, engineering, and mathematics (STEM).

In the context of a cross-ethnic comparison, this study aimed to determine the attitudes of students from two different ethnic backgrounds (Turkish and Syrian) toward science according to various biological and parental variables. Methodologically, this study was conducted as a quantitative research using the survey method. Data were obtained from 574 Turkish and 321 Syrian migrant students between the ages of 8 and 16. Our findings clearly revealed that certain parental variables, but not gender and age, strongly influence attitudes toward science. It was found that children whose fathers are civil servants, who have more than 100 books at home, and who talk to their parents daily about school or school activities are more advantageous in their attitudes toward science. Hence, based on these results, it can be recommended that families be supported to provide their children with a better quality family environment regarding socioeconomic and psychological aspects to improve children's attitudes toward science regardless of age and gender.

Schools have been considered critical institutions for refugee youth. However, Muslim refugee youth experience challenges navigating schools during an increasingly hostile sociopolitical climate for Muslim people. Drawing on the adolescent development framework, this phenomenological study explores how school-based experiences help to shape Muslim refugee youths' identities. In-depth interviews were conducted with 15 refugee youth who attended high schools in Chicago. Findings highlight how Muslim refugee youth expressed negative feelings of school and overall adjustment to their local communities due to stereotypes or perceptions of them being "terrorists" or "violent," which often translated into discrimination and bullying directed at them at the school level. Second, Muslim refugee youth expressed a desire to be civically engaged in their schools and communities to demonstrate their capacity to be "good citizens" or active participants with a high moral compass. Recommendations are offered on how to support Muslim refugee youth in school settings.

During the last decade, the Syrian crisis has, in various ways, imposed many fundamental changes upon Syrian society. It has pervaded cultural issues at large with a major effect on education. Ideologies, schooling, mass media, human relationships, and mutual understanding, all have been the target of fierce upheaval. This article examines the question of how much this crisis has affected the music education system, especially for children, who are its silent victims. Is there a big difference in music education and its delivery prior to 2011 and since? Which methods do teachers now have to use when they teach and how much are these methods far and free from politics? Does music serve special goals and ideologies? To answer these questions, I wrote a short historical review about the Syrian education system, and interviewed three music teachers who studied in and currently work in Syria for the purpose of obtaining their feedback of the status of teaching/learning music in Syria. To document and support my work I included and analyzed some publicly available videos. The aim of this research work was to investigate to what extent the music curricula are appropriate for primary education especially in this time of crisis; and ascertain whether they resonate with Syrian children's conditions and provide some positive influence during the difficult time that the country current experience.

The fact that people move to another country to protect their families brings with many difficulties. The purpose of this research is to analyze the child-rearing traditions and difficulties of Syrian families under temporary protection with a preschool child and to reveal their experiences. The population of this research consists of the provinces of Kilis and Gaziantep. Its participants are refugee families with preschool children who fled the civil war in Syria and came to Turkey. These interviews were held to gather information about the participants' social life before the war, the war period, the time of migration, settling in Turkey and child education. The codes were created by analyzing the content of the collected data, one of the qualitative analysis methods, and the codes were combined under themes. As a result of the analysis of the data, the research findings were gathered under four main themes: pre-war, war and migration; integration of refugee families to Turkey; and child education; and broken families. The research findings were discussed with the relevant studies in the literature, and suggestions were made in line with the findings.

Turkey has developed educational policies and measures to help Syrian students to access education in public schools through different integration practices. This research aimed at examining two integration practices, i.e. mainstreaming and adaptation classes, and exploring the advantages and limitations of each practice for the integration of Syrian students from practitioners' perspectives. The participants consisted of fifteen teachers who had experience in both practices and were working at primary, middle, and secondary schools in a large city in Southeastern Turkey. This research employed a comparative case study design to analyze and synthesize similarities, differences, and meaningful patterns across the integration practices. It was revealed that each practice has limitations and advantages in terms of integration. How integration is handled is the main distinction between the practices. Mainstream classes facilitate relational integration through inclusion; however, integration is fostered through language tuition in adaptation classes. Both practices warrant some arrangements for effectiveness.

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.

Purpose: This study aims to understand whether there is a significant relationship between the effects of stressful life events that Syrian refugees are exposed to and their attitudes toward seeking psychological help. The study also aimed to examine the multidimensional perceived social support by Syrian asylum seekers between the impacts of stressful life events they were exposed to and their attitudes towards seeking psychological help in terms of mediating role. Method: The study population of the research consists of Syrian refugees who migrated to Turkey because of the Syrian war. A total of 467 Syrian asylum seekers (187 women, 280 men) aged between 18-65 years participated in the study. The Impact of Life Events Scale, the Attitude Towards Seeking Psychological Help Scale, and the Multidimensional Scale of Perceived Social Support were used as data collection tools. This study analyzed the mediating effect of the multidimensional perceived social support factor between stressful life events and the attitude factor towards seeking professional psychological help using structural equation modeling. Results: It has been observed that social support significantly affects Syrian refugees' attitudes towards seeking psychological help. In addition, it is thought that the negative relationship between stressful life events and social support affects attitudes towards seeking psychological help and reveals self-hiding behavior in this population. In addition, it is believed that a positive attitude toward seeking psychological help may be beneficial if it is accompanied by qualified social support.

According to 2022 data, approximately 4 million Syrians live in Türkiye, and it is known that %24.7 of them have various disabilities. Recent research has shown that the developmental disability is one of the most common types of disability among Syrian refugees in Türkiye. We aimed to investigate the lives of refugees with developmental disabilities, who are twice a minority. Among the Syrian refugees in Türkiye, 24.7% are individuals with special needs. It was reported that developmental disabilities and post-traumatic stress disorder are the most prevalent diagnoses across the refugees. The study aims to investigate the current status and educational needs of Syrian refugees with developmental disabilities and their parents, who live in refugee camps in Türkiye with a specific emphasis on their education life. Semi-structured interviews were conducted with young refugees with developmental disabilities and their parents in the study conducted with a phenomenological approach. The content analysis conducted on the study data revealed that these individuals migrated to Türkiye due to the Syrian war, and they did not want to return to their home country. Since they lived in camps in Türkiye, they have been isolated from social life. Participants stated that they mostly required special education and health facilities and socialization. The identified problems were analyzed, and certain recommendations are presented based on the study findings.

The International Virtual Exchange Project (IVEProject) has been connecting students across multiple countries through asynchronous forums on a large scale since 2015. However, considering the variety of virtual exchange methods and the advantages they bring to the field of foreign language learning, there is an increased need to explore the pedagogical possibilities of combining asynchronous and synchronous modalities, particularly across multiple institutions and countries. This short article reports on a pedagogical innovation which involved adding synchronous sessions conducted over Zoom to the asynchronous IVEProject forums. The authors arranged eight weekly Zoom meetings in which students from China, India, Japan, Jordan, Palestine, Türkiye and Syria participated in May-July, 2021. After the final session, a survey was administered to participating students and their teachers to explore their experiences. The results show that the majority of students appreciated and benefitted from the opportunity to communicate synchronously with peers from other countries. The paper also reflects on the benefits and challenges of combining synchronous sessions alongside the asynchronous IVEProject forums, aiming to derive lessons learned from this project in the hope that this will aid future EFL instructors in creating engaging virtual exchange projects which involve participants from multiple cultures and countries.

Although refugee education is among the prominent research topics today, there is limited information in the literature about preschool, one of the important periods of education, and classroom management in this context. The purpose of this study is to explore the classroom management experiences of preschool teachers who have refugee students in their classrooms. In this way, this research examines the experiences of teachers about how they make sense of the difficulties they face in the classroom and the strategies they develop to combat them. Twenty-one preschool teachers with refugee students in their classrooms were included in this qualitative study through criterion purposive-measure sampling method. The data were collected using a semistructured interview form and analyzed using content analysis. Research findings showed that the difficulties experienced by teachers in terms of classroom management with the presence of refugee students in their classrooms were listed under the categories of grouping tendency, difficulties in implementation, need for additional activities, lack of time, communication problems, exhibiting unwanted behaviors, adaptation problems, tendency to disobey rules and cultural differences. Furthermore, the study revealed what kind of solutions teachers applied in terms of classroom management for the difficulties arising from the presence of refugee students in the classroom. The teachers used some strategies such as using visual elements, mainstreaming, considering individual differences, increasing comprehensibility, peer support, social communication, language activities, using reinforcement, intensive communication, and family support. In line with the results of the research, suggestions for future research and practices are discussed. [This study was presented as an oral presentation at IXth International Eurasian Educational Research Congress held in Izmir on June 22-25, 2022.]

Social media networks have become a prominent role in forming social relations, especially among university students, the transmission of information, the circulation of data, and the spread of topics among students and all members of society. In addition, these networks reflect how people think, their lifestyles, and what issues they think about. Through them, we can study the prevailing behavior patterns, including the stereotypical or mental image of Syrian students in Jordan. Therefore, the current study aimed to identify the nature of the mental image of Syrian students in Jordanian universities as reflected by social media and to know the mental image in its various economic, political, and entertainment aspects that social media reflects on Syrian students. Also, the study looked at revealing patterns of social media use among students. The study followed the descriptive approach to achieve these objectives. A questionnaire was used on a sample of Jordanian university students. The results concluded that the Syrian students in Jordan live in good conditions and are treated well by the people of Jordan. Also, students in Jordanian universities do not differentiate between students according to their nationalities. Syrian students only suffer from poor material living conditions and suffer bad psychological conditions because of immigration and leaving their homelands. The material assistance provided by international organizations can significantly alleviate their suffering, and the image formed about them among the Jordanian people is a good one. Finally, Jordan did not witness any negative actions by these students. Rather, they reflected the good image of the Syrian Arab student. In light of the results, the study presented some recommendations and suggestions.

Since the civil war broke out in Syria, millions of refugees have had to migrate to Türkiye and neighboring countries. Thus, refugee students have become a serious problem for many countries. The current study used a phenomenological approach to explore inclusive leadership behaviors in Turkish schools serving refugee pupils. The descriptive analysis technique was adopted in this study, in which School administrators and teachers participated. Findings have shown that the most common problems faced by school administrations while involving refugee students in educational activities are language difficulties, poor academic achievement, absenteeism, and adaptation problems experienced by refugee students. To involve refugee students in education, the practices carried out by school administrators are guidance and cooperation, employment of Syrian teachers, sports and cultural activities, establishment of integration classes, and translator support. As expected, the research findings showed that there is no exclusion against refugee students in Türkiye due to inclusive leadership practices carried out by school administrators and cultural and religious similarities between refugee students and Turkish students.

The study aims to examine in depth the culturally relevant leadership behavior tendencies of school leaders to prevent inequalities in schools with high refugee student population in Türkiye. We utilized phenomenology in this qualitative research study. We gathered the data via face-to-face semi-structured interviews with 14 school leaders and used both descriptive and content analysis in the process of analyzing the data. The components of "personal awareness", "equity pedagogy", "policy mediation" and "professionalism" constituted the themes of the research. The views of school leaders revealed that the methods and strategies in eliminating the prejudice, exclusion, and xenophobia against refugee students are insufficient, and these problems lead the inequalities for refugee students in school context. Based on the findings of the study, we suggest that multicultural educational management approaches need to be promoted, and so the training programs and good practice examples from different contexts experienced in such practices should be followed.

Despite widespread enthusiasm for remedial education programming with refugee populations, there is little rigorous evidence on how to design and implement such programs. We employ a cluster-randomized design of non-equivalent treatment groups to test the impact of access to two types of program enhancement: longer program duration and the addition of skill-targeted social and emotional learning (SEL) activities for Syrian refugees enrolled in Lebanese public schools. We find that, compared to 10 weeks of programming, 26 weeks marginally increases students' literacy skills (ES = 0.04) and significantly improves behavioral regulation (ES = 0.31), but students reported less positive perceptions of their public school environment (ES= -0.83 to -0.89) and remedial tutoring site (ES= -0.15 to -0.24). We also find that the addition of skill-targeted SEL activities to 26 weeks of programming results in higher student reports of school-related stress compared to programming without skill-targeted activities (ES = 0.21). Implications for program and policy are discussed.

Refugee children face many difficulties on their migration routes. These challenges continue even after arriving in the destination country. It is important for the world's growing child migrant population to successfully adapt to the host country. Otherwise, there is a risk for future generations facing psychological, social, and academic challenges. Education and training play an important role in the adaptation process of children and youth. The focus of this study was to overcome the math learning losses of refugee students by changing the approach to mathematics in order to increase their resilience. For this purpose, a one-group pretest-posttest quasi-experimental design was used. Among the refugee students now living in Germany and Greece, two were Syrian and 40 were Turkish. Within the framework of the project, a two-month problem-based mathematics education program was carried out for the students. The Connor-Davidson Resilience Scale (CD-RISC-25) (2003) was administered to the refugee students at the beginning and end of the program. In addition, the students' views on the mathematics education program were taken. According to the students' views, the program was efficient, and the learning losses were mitigated. It was also found that the mitigation of math learning losses increased the resilience of refugee students significantly (p<0.01).

Within the scope of this study, a psychoeducation program based on multicultural competencies and Berry's acculturation model was developed to improve the adjustment process of international students. In this study, an explanatory sequential design was used. The study group consisted of 34 international students who volunteered for the study. The quantitative results of the study indicated that the Culture-Based Adjustment Program significantly affected the personal and social adjustment of international students. However, it did not significantly affect the adjustment to the university environment, emotional adjustment, dating relationships, and academic adjustment. The qualitative analysis yielded five major categories: (a) expectations, (b) contributions, (c) evaluation of the program, (d) leader, and (e) suggestions. The findings of this study highlight the importance of psychoeducation programs in the adjustment process of international students.

Given much-discussed innovations in Virtual Reality as the 'ultimate empathy machine', we offer three provocations regarding the use of Virtual Reality to cultivate empathy: is empathy possible? Is empathy enough? Who controls how empathy is produced, and who is left out? As a case study, we examine the VR films that the United Nations High Commissioner for Refugees has produced about the refugee crisis. Using this as an entry point to discuss the implications for technology-mediated moral education, our analysis aims to provide insights for educators and scholars interested in the use of VR to teach about marginalised communities facing structural injustice. In conclusion, we offer a set of practical considerations to foster reflection on the ethical and effective use of technology in moral education. We advocate for a nuanced approach that emphasises empathy as a catalyst for meaningful change, transforming passive empathy into active solidarity.

The education of teachers who can effectively respond to immigrant and refugee students' needs has been a major issue in Türkiye and globally. Drawing on culturally relevant pedagogy, this phenomenological study explores the professional needs of 24 elementary teachers in Türkiye who teach immigrant and refugee students in their classes and were selected purposefully through criterion and snowball sampling strategies. The results of the individual interviews showed that teachers experienced several difficulties in developing students' academic achievement, cultural competence, and socio-political consciousness. The study provides insights for policymakers and teacher educators to develop and implement culturally relevant in-service and pre-service teacher education policies and practices in Türkiye and beyond to support immigrant and refugee students holistically, especially in a current time of war when refugee crises continue to be a major transnational concern.

This article examines the campaign of schooling and education reforms for non-Sunni or "heterodox" groups, particularly the Nusayri community, during the reign of Abdulhamid II (1876-1908) in the late Ottoman Empire in Syria and Southern Turkey. Through a detailed examination of Ottoman archival documents, missionary reports, and accounts, this article sheds light on Ottoman strategies to correct the beliefs of Nusayri children through education to develop a decent and loyal Sunni generation and to prevent missionary activities among community members. The article links the educational policies of the Hamidian regime to its governance and hegemony strategies in the periphery, where Ottoman authority was relatively weak and challenged. In this regard, this article argues that the Ottoman State attempted to normalise and eradicate cultural, religious, and social distinctions by converting the Nusayris to Sunni Islam and educating them to create a homogenous social structure on the periphery, thereby transforming them into loyal subjects and preventing them from attending missionary schools. The campaign of schooling, which was instrumentalised in attaining ideological, political, and religious objectives, was a significant pillar of these policies. However, the late Ottoman administration did not apply uniform schooling and education policies towards the Nusayris at schools in Antakya and Latakia, as the central administration took into consideration regional geographic, demographic, political, and socioeconomic conditions, priorities, and risks. The ultimate goal of Hamidian educational initiatives was the preservation of the empire by the adoption of diverse approaches to accomplish its own goals, but the outcomes of the educational policies reflected the weaknesses of an empire that had been in turmoil for over a century.

This study investigated the relationship between traumatic life stress, trust, and prosocial behavior as a positive mental health outcome in Syrian refugee children in Canada. Trust is a resilience factor shown to promote adjustment after resettlement. The specific goals of the study were to test the influence of refugee children's traumatic life stress on their prosocial behavior and the mediating role of trust in this link. Five- to 12-year-old Syrian refugee children (N = 124) and their caregivers (N = 51) who recently resettled in Canada participated in this study. Children retrospectively reported their experiences of traumatic life stressors, and caregivers reported their children's current level of trust and prosocial behavior using questionnaires. Traumatic life stress (e.g., witnessing violence and conflict, separation from family, death of family members) was negatively related to refugee children's trust in others, while trust was related to more prosocial behaviors, confirming its mediating role. These results suggest that experiencing more traumatic life stressors is associated with less prosocial behaviors as a positive mental health outcome through lower levels of trust. The current findings suggest that fostering trust may be a promising avenue for intervention to promote prosocial behavior and resilience in refugee children who are resettling in a new society.

From November 2015 to October 2020, Canada had welcomed 44,620 Syrian refugees to more than 350 communities across the country. In 2019, it further surpassed the United States and Australia in the number of refugees settled. Lacking the necessary language skills for living and working in a new country is one of the most critical barriers refugees face. This paper aims to inform language-teaching professionals about pertinent linguistic and nonlinguistic issues as well as pedagogical implications associated with supporting adult Syrian refugee learners, drawing both on the literature more broadly and on the author's research in the Canadian context.

This article explores Syrian higher education (HE) teachers' perceptions of their role as change agents in the reconstruction of post-conflict Syria. It utilises the notions of "change agent" and "strategic competence" (previously developed in relation to academics by Idahosa and Vincent) for exploring HE teachers' capacity to contribute to the post-conflict reconstruction of Syria. This article is based on a small-scale, qualitative study using in-depth interviews to explore the experiences and perspectives of HE teachers who have been working at a conflict-affected university for the duration of the conflict. The study concludes that HE teachers may be considered change agents in post-conflict societies, but that the challenges these teachers face must be taken into account, as must considerations of how the institution and the HE system can facilitate teachers in their change-making remit.

This study investigated the utility of using an omnibus measure of child functioning, the Child Behavior Checklist (CBCL), to screen for symptoms of PTSD. Although measures to assess trauma symptoms exist, they are often not linguistically and culturally valid for many school-age populations. Data from parents of Syrian refugee youth (ages 10-18 years, M = 13.54, SD = 2.27, n = 70) who recently resettled in the U.S. were analyzed, as their refugee status implies they likely have experienced traumatic events during the Syrian War. A mixed-method design was employed, comparing qualitative data from parent focus groups to quantitative responses on the CBCL. Results provide preliminary support for use of CBCL items as a culturally-responsive screening tool for screening symptoms of PTSD in school-aged children, though it should not replace formalized assessment.

Little research has explored individuals' multilingual selves when learning a language other than English (LOTE) in conflict-affected situations. Therefore, this qualitative study sought to understand the motivation and ultimate vision of a group of internally displaced Syrians learning Turkish as an L3 or L4 in Afrin on the Syrian-Turkish border. The data were collected from the participants' written narratives and two subsequent rounds of individual online semi-structured interviews. The data suggest that the participants' desire to learn Turkish ranged from the need to secure a job in Afrin to reasons associated with achieving their ideal selves by imagining themselves working/studying at a Turkish university and being integrated into the Turkish community in future. The participants were proactive agents, recognising that attending Turkish private tutoring courses with under-qualified tutors was not sufficient to improve their language proficiency. They capitalised on the availability of technology-mediated learning artefacts and the support of some informal actors. This qualitative study has pedagogical implications and provides further evidence of the need for SLA research to serve all multilingual people, not just the privileged, by conducing empirical studies in non-affluent geographies.

Over the past three decades, various efforts have been made to develop special education policies and services in Syria. However, to guarantee the improvement of special education services and to develop sustainable national enhancements during both the emergency and reconstruction phases of the Syrian Civil War, it is necessary to continue to address the intersectional ways by which people with disabilities have been disproportionately impacted. This paper provides an update on disability and special education in Syria, including a brief account of the historical development of, impact of the civil war on, and major current challenges for the field of special education. These challenges include, but are not limited to, inadequate financial resources, a scarcity of integration programs, negative social attitudes because of a lack of knowledge, limited accessibility to services, and barriers to appropriate disability programmes. Recommendations for action are also offered. Further, we provide suggestions to improve special-education services for people with disabilities in Syria, as well as to develop sustainable national improvements for them.

School-age children constitute a significant portion of the Syrian refugee population in Türkiye. However, the number of studies examining the Syrian refugee children with disabilities (SRCwDs) is very limited. This paper examines intersections of race, disability, and refugee status by providing a systematic review of the available research focusing on SRCwDs residing in Türkiye. After giving contextual information regarding the status of Syrian refugees and presenting research on Syrian refugee children in Türkiye, this paper analyses existing studies on SRCwDs within the theoretical framework of DisCrit. This analysis reveals that research focusing on SRCwDs living in Türkiye is very limited and reliable and comprehensive data is necessary to identify their number in the country. There are also numerous problems regarding their access to services and schooling. Finally, this paper offers recommendations for practice and further research.

This article offers insights into partnerships that support refugee teachers to adapt and sustain teaching and learning despite multiple compounding obstacles spurred by political and economic crises, disaster, and COVID-19. Drawing from a 3-year study of Syria refugee education in Lebanon (2018-21), I focus on one dimension of partnership that emerged from a dataset comprising 58 interviews and 31 site visits and observations of partnership activities--the principle of mutual learning. Through multidirectional knowledge sharing and a relinquishing of epistemic authority, partners navigated new obstacles presented by the pandemic and sustained education and professional support to Syria refugee teachers. The findings have implications for understanding and addressing critiques of refugee education related to knowledge-power asymmetries, demanding a shift in orientation from capacity building to mutual learning. The article offers empirical evidence of partnership practices that reconfigure knowledge hierarchies, disrupting Northern claims to epistemic authority in education in emergencies.

Purpose: This research seeks to highlight school partnerships as an approach to improving schools and halting the deterioration of their performance in an environment that has suffered from the consequences of conflict for more than a decade. Design/methodology/approach: The research used the qualitative method, and the data were collected through semi-structured interviews with 20 school leaders and teachers. Findings: The results showed the presence of positive attitudes toward inter-school partnerships and their perception of many benefits, the most prominent of which was increasing social cohesion in school and surrounding communities that suffer from divisions resulting from conflict. A set of obstacles includes legislative obstacles, a low degree of autonomy, low competency of school leaders, a lack of trust and incentives. Originality/value: This study proposes a range of solutions to address the challenges associated with building partnerships. The research emphasizes the significance the school-to-school partnerships and their positive role in improving the performance of schools in developing countries, especially in environments suffering from the consequences of civil wars and social divisions.

Composing lives that have a sense of coherence is part of the identity making of refugee families and shapes their attempts for social inclusion. Their struggles for narrative coherence are shaped by the bumping places and tensions that they experience as their lives bump against dominant narratives that structure the policies and practices of many institutions including schools. Using narrative inquiry, we inquired into the experiences of three Syrian refugee families as they bumped against institutional policies and practices. Drawing on two years spent alongside children and their parents we composed field and research texts that showed the importance to understand social inclusion in school settings through the experiences of individual children and families. It is important to focus on experience to redefine the significance of narrative coherence in relation to social inclusion and to create spaces for telling stories that can help transform school policies and practices.

International actors increasingly advocate for partnerships in education in emergencies (EiE) to address the dire educational opportunities of school-aged children in sites of disaster, armed conflict, forced migration, and other humanitarian crises. This study explores the nature of partnerships in EiE. We examine the impetus behind an expansion of partnerships among diverse global actors and key characteristics, relationships, and dynamics within these partnerships. Using data collected from key informant interviews and documents from organizations involved in the Syria refugee education response (2018-2021), we detail two emerging characteristics of partnerships in EiE: (1) market-based principles in rhetoric and practice; and (2) a rise in private sector participation. While partnerships aim to improve coordination between agencies, our study uncovers the counterintuitive finding that competition characterizes the EiE partnership space more often than coordination. Furthermore, despite the education and humanitarian community's promotion of a "localization agenda"--prioritizing full participation of affected local communities as partners in education policy and implementation--our research points to a maintained hierarchy where international actors hold most influence in EiE. We discuss the practical implications of this power asymmetry within the broader context of marketized humanitarianism, and raise concerns regarding equity within unchecked partnerships.

Multicultural education is the key to the development process of culture of living together, emphasising human rights. In the legal sense, the study underlines the importance of school social work practices in terms of ensuring Syrian children to have unrestricted access to education in addition to providing them with equal opportunity in education. In the light of those practices, the motivation of the study is to discover social work academics' perceptions of the path to multicultural education in Turkey and recommendations on how to integrate it into the current educational structure. For this purpose, in-depth interviews were conducted with ten social workers who took part in the "School Social Work Project". The education structure in Turkey, the attitude towards Syrians, the problems experienced by Syrian individuals and their perspectives on education are summarized as risk factors that affect the participation of Syrian children in education. This study emphasises the importance of establishing cooperation with teachers and nongovernmental organisations. With this cooperation, it seems possible to develop multicultural education by integrating the human focus of social work. Therefore, the use of development resources and social work resources together in the context of school social work practices will provide the change that will show the way to multicultural education. The findings point to recommendations such as ensuring family-teacher interaction, adding classes on culture of living together, and integrating non-governmental organisations systematically in the process of multicultural education.

With this study we aimed at determining the service-learning experiences of pre-service Turkish language teachers in teaching Turkish to Syrian refugee students. The Community Service Practices course plays an important role in the integration of pre-service teachers in the society. A phenomenological design was used in the study in which we investigated the opinions of pre-service teachers about the service-learning processes. The study was conducted with 23 pre-service Turkish language teachers in Kilis 7 Aralik University. The community service practice was realised in a state school where Syrian secondary school students receive education. Interviews were conducted to collect data from the participants, and the content analysis method was used to analyse the data obtained from the interviews. Themes were formed by classifying and interpreting the data. In the study, the experiences of pre-service teachers with students, the teaching process, teaching environment, students, and service-based learning process were analysed. The results indicate that pre-service teachers developed their awareness, took social responsibility, attained occupational experience, and improved their communication with the refugees during the Community Service Practices course. Considering the results obtained it could be argued that service-learning practices have significant benefits for pre-service teachers and students.

The COVID 19 pandemic, which started to be seen in Turkey in March 2020, required some changes to the education process in our country and all over the world, and during this period, the courses were carried out online. Therefore, education activities for foreigners residing in different parts of the world in Turkish education were carried out following the new situation. However, this situation has brought various problems. This study aims to detect the errors in the written texts created online by the students studying in the form of distance education at Alanya Alaaddin Keykubat University TÖMER in the spring semester of the 2020-2021 academic year. For this purpose, 26 students were given topics such as fellowship, friendship, family, travel, technology, daily life, memories, cities, and countries. Then, they were asked to write a text about any of the topics of their own choice. The texts written by the students were evaluated by content analysis from qualitative data analysis. A total of 517 errors were detected as a result of the review, and the errors were categorically collected under three headings: Narrative disorders, spelling errors and punctuation errors. Nearly half of the errors detected are due to narrative disorders (49.51%). In second place are spelling errors (32.30%) and punctuation errors (18.18%) in last place. When looking at the errors evaluated at the level of narrative disorders, it was observed that impairments caused 71% of the 256 errors detected in the grammar level and 29% were caused by disorders in the level of meaning. Accordingly, it has been concluded that the students did not have sufficient feedback from the teacher on the language level disorders in the written texts created by the students during the online Turkish teaching process and that the students did not succeed at the desired level in applying the grammar rules. In this context, it is recommended that the lecturers show the necessary sensitivity to the application process of writing skills in online Turkish teaching to foreigners.

The purpose of this study is to identify the problems that immigrant students experience during their education. Mardin where Syrian immigrants live in intense numbers was chosen as the study group of this study. In this context, the study group of this research consists of immigrant students who recieve their education in public schools in Midyat, Mardin and teachers who witness the problems of these students' problems closely. The data related to this study were obtained from 35 participants who participated in this study willingly in 2021-2022 school year. 20 of the participants were students and the other 15 of the participants were teachers. The problems analyzed within this study were put forth by using case study design from qualitative research methodologies. The data of the research were acquired by means of a semi-structured interview form developed by the researcher. In the interviews carried out with the participants, the data were collected by voice recording, interviewing in person and making notes of participants' dialogues by phone. The findings of the research were put forth by getting themes and categories, which is done by analyzing the data of the research by means of content analysis method. In the light of acquired findings and results, various suggestions were proposed in relation with the academical and social problems that immigrant students experience.

The purpose of this study is to determine Turkish and refugee middle school students' views on their national belonging. The study employed the qualitative research approach aligned with the purpose; semi-structured interviews were conducted with Turkish and refugee students. Data were analyzed using the content analysis method. Results showed that the most important common features for national belonging of both Turkish and refugee students were the common language they spoke and the place they lived in and the difference of views regarding national belonging were in terms of discrimination. Regarding Turkish society's expectations of them, both groups emphasized universal values such as being hardworking and being a good person, but their perceptions of serving the state differed. As for what Turkish and refugee students should do for this society, Turkish students believed that they should be hardworking and refugee students thought that they should be good people. It can be said that the differences of opinion between Turkish students and refugee students who migrated to Turkey would decrease if both groups came together on the subject of universal values.

This research aims to describe primary school children's life and education experiences who escaped from the war environment in Syria and took refuge in Turkey. The study was conducted with an ethnographic research design. The study participants comprised fourth-grade students, teachers, parents, and the close social circle of Syrian nationals who stayed in the temporary shelter in Turkey. Observation, interview, field notes, researcher's diary, and ethnographic photograph were used to collect the research data. Content analysis was used in the analysis of the research data. As a result of data analysis, the lives of Syrian children and families in the temporary accommodation centre, before and after the asylum, the socio-economic life of the container city, and the daily life routines of the children in the camp are described. The research proposes to conduct more ethnographic research with children under temporary protection, describe their life stories and indigenous perspectives, organise events that will bring together local children and children in the shelter, and increase studies on teaching Turkish to foreigners.

Dynamic Assessment (DA) has lately taken the floor as an alternative by embedding instruction into assessment. Grounded in the dialogic teacher-learner interaction during an in tandem work, DA asserts that diagnosing the learners' matured abilities and needs, mediating them accordingly, and then observing their maturing abilities and microgenesis are crucial. This assertion paves the way to reveal each learner's Zone of Proximal Development (ZPD). Despite some influential studies on the use of DA in language education, more studies are warranted to explore the use of DA in different contexts and with different participants. Therefore, this case study recruited two multilingual immigrants/refugees who were underachievers in L2 writing classes. They were provided individual interactive DA for ten weeks, and the dialogic interactions between the teacher and the students were analyzed. Initial results revealed that the mediational moves mainly rested on teacher-agency, but over time more learner-agency-oriented mediational moves were also adopted. Furthermore, these students started to narrow the gap between themselves and their classmates. Lastly, a semi-structured interview was conducted to illustrate the participants' perspectives towards DA in the L2 writing context, and the related data revealed recurrent themes that had bidirectional relation with DA's theoretical premises.

The current study aims at identifying and analysing language needs of Syrian children under temporary protection. In line with this, we administered the "Needs Scale for Learning Turkish", "Needs Scale for the Content" and "Needs Scale for the Process" developed by Çag (2022) to 194 primary school students. We adopted survey model, one of quanlitative research methods, and used percentage, arithmetical mean, Mann Whitney U and Kruskal Wallis tests to conduct the analysis. We concluded at the end of the analysis that students' needs about the goal of learning Turkish included establishing a communication with the teacher, having a job and finding a job in Türkiye in the future. The study findings revealed that students' goals of learning Turkish varied significantly according to grade level, time period of living in Türkiye and use of Turkish out of school, whereas there was no significant difference according to gender. On the other hand, students' needs in terms of skills were not affected by grade level, gender, time of living in Türkiye and the frequency of using Turkish out of school. The study findings also showed that students' needs in terms of methods and techniques, materials, subjects and themes were affected only by grade level, but not affected by gender, time period of living in Türkiye and frequency of using Turkish out of school. In the light of the study findings, it seems possible to state that students meet the need of learning Turkish mostly at school, so teachers and schools serve an important function in that sense.

The purpose of this article is to propose a possible way to integrate cultural knowledge into English teaching by using children literature. It also presents an alternative method for researchers to investigate personal identity by using a character from literature as a case study. The article also offers an example of an exploration of the main characters' identity in Jasmin Warga's Other Words for Home. The story represented a life of a twelve-year-old girl from Syria who left behind the war torn city order to live in United States. Her identity formation process was analyzed through the theory of Symbolic Interactionism. Themes found from her journey of moving into new culture included "self as an English language learner" prior to moving to the United States and "self as an immigrant" was presented when she entered American society. her This teaching method might be useful in promoting English learners to become integratively motivated which can be achieved by understanding the cultural and ideological aspects and by developing a cross-cultural awareness of the how to become part of community that speak the target language.

The aim of this study is to determine the problems experienced by Syrian refugee children in the 1st grade primary school in the process of acquiring basic Turkish language skills (listening, speaking, reading and writing) and the solutions to these problems according to the views of teachers, parents and students. Since the most Syrian refugees in the world are in Turkey, this study was based on basic language skills in Turkish. This research was designed as a survey model. The study group of the research consists of 126 classroom teachers, 15 parents and 15 students. In the research, criterion sampling method was used to determine the participants to be surveyed, and snowball sampling method was used to determine the participants to be interviewed. The research data were collected with the data collection tool titled "Teachers' Opinions on Basic Language Skills" developed by the researcher and a semi-structured interview form. Frequency (f) and percentages (%) were used in the analysis of quantitative data, and descriptive analysis technique was used in the analysis of qualitative data. It has been concluded that Syrian refugee children have problems in describing the text they listen to determining the subject of what they listen, and answering questions about what they listen. In the study, it was determined that Syrian refugee children had severe problems related to the acquisition and use of basic Turkish language skills. It has been concluded that these children can be solved by providing basic Turkish language skills with contemporary approaches, methods and techniques enriched with appropriate materials and supported by technology and cultural elements.

This research is a qualitative case study that examines the problems experienced by school principals in the Reyhanli district of Hatay Province in the education of Syrian students and their possible solutions. The sample of the research consists of the principals of 12 schools with the highest number of Syrian students in the Reyhanli district of Hatay Province, using the criterion sampling technique. The data related to the research were obtained from the answers given to the questions prepared by the researcher. The data were subjected to content analysis and results were obtained under two main headings ("Problems Experienced with Syrian Students in Secondary Schools and Solution Suggestions for Syrian Students' Problems") and 4 themes ("communicative, disciplinary, psychological and sociological"). According to the results obtained, school principals stated that they had problems in communication (specifically, "the language problem") and discipline, student and parents' adaptation to school, and identity information confusion in the e-school in the schools where they work. School principals stated that these problems stemmed from the deteriorated population structure in Reyhanli, and for this reason, reducing the Syrian population in Reyhanli by evenly distributing it to other provinces and districts may be the solution. They suggested that it would be beneficial to increase the number of Turkish courses, the number of Turkish lessons and at the same time cultural adaptation activities to solve the language problem. In the sociological dimension, a proposal was made for the integration of e-school with the population directorate.

This study aims to determine the views of students with refugee status who have emigrated to Turkey for various reasons and are continuing their education in secondary and high schools about the Turkish education system. A total of 149 students (76 male, 73 female) in two different groups, who were attending grades 5-8 and 9-12 in the 2018-2019 academic year, participated in the study which used descriptive research and the survey model in conjunction with each other. The results showed that although the education staff welcomed refugee students, they could not make academic adaptations to suit the unique characteristics of these students. While it was found that the majority of students (51%) had adapted to school in Turkey, some (30%) were not actively attending school, and some (27%) had difficulty meeting their basic needs. The results regarding communication and cooperation showed that while these students could easily express themselves to their classmates and teachers, around 20% experienced undecidedness. Data obtained directly from refugee students in this study are crucial for developing policies and projects to give them access to education, enable them to adapt, and guide future studies. More studies are needed to monitor whether the inclusive practices used in Turkey and throughout the world indeed meet what is intended.