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PROBLEMS
OF EDUCATION
IN THE 21st CENTURY
Vol. 82, No. 5, 2024
658
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
This is an open access article under the
Creative Commons Attribution 4.0
International License
EDUCATION OF REFUGEE CHILDREN
WITHIN THE INTREF PROJECT
FRAMEWORK
Maja Kerneža, Dejan Zemljak, Metka Kordigel Aberšek, Boris Aberšek
University of Maribor, Slovenia
E-mail: maja.kerneza1@um.si, dejan.zemljak1@um.si, metka.kordigel@um.si, boris.
abersek@um.si
Polona Legvart, Helena Konšak
Primary School bratov Polančičev Maribor, Slovenia
E-mail: polona.legvart@osbp.si, helena.konsak@osbp.si
Hakan Sari
Nechmettin Erbakan University, Türkiye
E-mail: hsari@erbakan.edu.tr
Ildiko Hanuliakova
Teamwork for a better Future, Slovakia
E-mail: ildiko.hanuliakova@gmail.com
Loreta Huber, Inga Laurusone
EureCons Förderagentur GmbH, Germany
E-mail: huber@eurecons.com, inga.laurusone@eurecons.com
Kübra Terzioglu
Bolu Abant Izzet BaysalUniversity, Türkiye
E-mail: mustafa611968@hotmail.com
Metin Kilic
Düzce University, Türkiye
E-mail: metinkilic@duzce.edu.tr
Abstract
Amidst growing migratory movements and hurdles of assimilation, the INTREF initiative strives to
craft a comprehensive strategy for the schooling of refugee children, melding e-learning, emotional and
social support, along with adaptable teaching methods. This endeavor learns on principles like linguistic
diversity, cross-cultural skills, and customizing the educational journey, crucial for assimilation and
triumph within academic settings. Studies indicate the indispensability of bespoke linguistic assistance,
cognizance of cultural variances, and personalized educational tactics for the seamless school transition
and societal assimilation of children in refuge. The project devised a survey instrument aimed at
evaluating the baseline educational scenario in the participating nations and formulating education
plans tailored to specic needs. This survey zeroes on four pivotal areas: linguistic prociency, cross-
cultural consciousness, embracing diversity, and pedagogical customization. Feedback from 31 students,
30 teachers and 28 parents revealed a pressing need for augmented linguistic aid in Slovenia, heightened
cross-cultural understanding, and classroom method modication to enrich the academic experiences
https://doi.org/10.33225/pec/24.82.658
PROBLEMS
OF EDUCATION
IN THE 21st CENTURY
Vol. 82, No. 5, 2024
659
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) https://doi.org/10.33225/pec/24.82.658
Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
of culturally diverse children. The ndings also underscore a discernible discrepancy between the
perspectives of educators versus those of parents and children. The insights from this survey lay the
groundwork for creating innovative instructional units and resources, nely adapted to the needs
of children in refuge. By forging links between theoretical insights and practical application, as well
as among various educational stakeholders, INTREF is ready to enrich the discourse and practices
surrounding inclusivity, and endeavor made increasingly pertinent by the recent global disruptions,
including the migratory dilemma and the COVID-19 outbreak.
Keywords: educational system, individualization of education, integration practices, intercultural
competence, refugee children
Introduction
The current global rise in refugee movements has brought attention to the urgent need
for eective integration strategies, particularly in the eld of education. Educational institutions
play a pivotal role in facilitating the smooth transition of refugee children into new communities,
laying the groundwork for their future success and well-being. Yet, the challenge of integrating
these children into existing educational systems is multifaceted, involving linguistic barriers,
cultural dierences, and the need for social acceptance and individualized learning approaches.
In the broadest context, it does not only cover the current education of children but also lifelong
learning of refugee youth and adults across various stages of their lives (Morrice, 2021). This
study builds on the work of Morrice (2021) expanding the focus to encompass the broader
educational challenges faced by refugee youth and adults. Furthermore, recent research has
emphasized the necessity of adaptive educational models that cater to the evolving needs of
refugees in host countries, such as the holistic model proposed for integrating refugee students
in various educational contexts (Cerna, 2019). Cerna’s model provides a critical framework
for understanding how educational institutions can adjust to better serve refugee populations,
which this study will further explore.
Moreover, teachers and other educational workers face challenges not only mentioned
above but also within the educational system itself when it comes to including refugee children,
necessitating adjustments in teaching practices and educational policies. Currently, the lack
of resources, professional training, standardized procedures, and accountability measures,
combined with an educational system that appears inexible or ill-adapted to refugee children,
exacerbates inequalities between refugees and domestic children by failing to meet their unique
educational needs (Mock-Munoz de Luna, 2020). This gap in the educational system’s readiness
has been further highlighted by recent studies that call for more comprehensive teacher training
and the development of intercultural competence among educators (Antonijadu et al. 2022).
These ndings underscore the importance of equipping teachers with the necessary skills to
manage diverse classrooms and support refugee students eectively (Dolan et al., 2021).
The deciency of teacher education in this area has been identied as a signicant
factor aecting the well-being and success of refugee children by other researchers as well.
Piper et al. (2020) argued that the problem is not so much access to education for refugee
children as the need for substantial investment in improving the learning outcomes of these
children. This directly relates to the role of the teacher. Papapostolou et al. (2020) stressed
the necessity for teacher education to manage diversity in the classroom. According to Mogli
(2020), teachers are not prepared to successfully approach refugee students to create conditions
for their seamless integration into the education system. This is primarily due to a lack of
skills for psychological support of students and communication diculties due to a lack of
language knowledge. Soyu et al. (2020) also emphasized the teachers’ lack of preparedness
with knowledge that would help them overcome pedagogical challenges, highlighting a lack
of knowledge about the cultural backgrounds of refugee students and the educational system’s
unpreparedness for refugee education. These studies collectively highlight the critical gaps in
PROBLEMS
OF EDUCATION
IN THE 21st CENTURY
Vol. 82, No. 5, 2024
660
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
https://doi.org/10.33225/pec/24.82.658
Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
teacher preparedness, which this research aims to address. Amid numerous studies exploring
the eld and suggesting various solutions and practices based on social justice and inclusion,
Karsli-Calamak and Kilinc (2019) underlined the importance of dialogue about inclusive
education to envisage new ways of supporting refugee children and their teachers. Teacher’s
perspectives on the challenges of integrating refugee children emphasize the necessity for
intercultural competence and adequate resources (Antonijadu et al., 2022). Veck and Wharton
(2019) highlighted the importance of creating inclusive school cultures, aligning with Dryden-
Petterson (2022), who conrmed that refugee youth primarily need education that enables them
to connect their past with their present and future, necessitating engagement with teachers and
schools. The proposed study will explore how these inclusive cultures can be cultivated through
targeted policies and practices. The school plays a crucial role in helping refugee children nd
a sense of security and in aiding the realization of their learning potential through a supportive
and understanding educational environment (Thomas, 2016).
One of the more signicant factors aecting the success of these children in integrating
into education is also their family. The study by Zegin and Atas Akdemir (2020) on refugees
in Turkey showed that parents of refugee students often do not attend parent-teacher meetings,
do not contact teachers, and do not support their children at home with their educational
development. The inability of parents to speak the language spoken in the school environment
and their perception of their status in Turkey as temporary inuence their priority on ensuring
their children’s physiological needs over education. This highlights the critical need for support
systems that engage refugee families in the educational process, facilitating communication
and involvement to enhance their children’s educational experiences (Cranston et al., 2021).
In addition to the role of teachers and other educational stakeholders, it is also important
to examine the role that refugee families play in the educational process, as they often face
numerous challenges, including seeking stability, security, and access to basic services, which
directly impact the educational opportunities and success of their children (Yunus Mohd, 2022).
Yalcin and Simsar (2020) highlighted communication issues as factors aecting children’s
adjustment to school, including the nancial condition of families, ocial procedures, and
prejudices, indicating a complex web of factors that need to be addressed to support refugee
children eectively in education (Cerna, 2019).
The integration of refugee children in education also involves understanding their
perspectives and experiences, which is crucial for developing eective educational strategies.
For example, Guo et al. (2019) found that Syrian refugee children in Canada struggle with
making friends and face bullying and racism, aecting their sense of belonging. Similarly,
Korntheuer and Damm (2020) highlighted the varying educational policies and their impact
on refugee students in dierent German states, suggesting the need for consistent and inclusive
policies. Additionally, teachers’ perspectives on the challenges of integrating refugee children
emphasize the necessity for intercultural competence and adequate resources (Antonijadu et
al. 2022). Further, the involvement of social work in schools can signicantly support the
integration process by addressing the psychosocial needs of refugee children (Snoubar &
Duman, 2017). Dolan et al. (2021) found that social-emotional learning programs can improve
refugee children’s perceptions of school and academic skills. Moreover, understanding the role
of literacy education and the challenges faced by refugee children in learning a new language is
crucial for their academic success (Woord & Tibi, 2018).
Research Problem
The integration of refugee children into educational systems goes beyond the mere
provision of conventional academic knowledge. It requires a broad spectrum of needs, including
linguistic prociency, psychosocial well-being, and the ability to navigate and contribute to a
PROBLEMS
OF EDUCATION
IN THE 21st CENTURY
Vol. 82, No. 5, 2024
661
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) https://doi.org/10.33225/pec/24.82.658
Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
multicultural environment. Previous studies (e.g. Celik et al. 2021; Hong & Cai, 2023; Koehler
& Schneider, 2019) have underscored the multifaceted nature of these challenges, highlighting
the gap between the existing educational paradigms and the requisites of eective integration
(Cerna, 2019). Despite the growing recognition of these needs, there remains a lack of holistic
and empirically driven strategies that address the educational requirements of refugee children
in a comprehensive manner (Antonijadu et al, 2022). Thus, the central problem of this research
is the ongoing gap between the educational needs of refugee children and the current practices
in educational systems. This research seeks to address this gap by identifying and developing
integrative educational methodologies that not only facilitate academic learning but also
promote social inclusion and emotional resilience among refugee children. Specically, the
study aims to provide an evidence-based framework that responds to these multifaceted needs
within the Slovenian educational context.
Research Focus
Building upon the identied gaps and challenges, this study focuses on exploring and
analyzing the current state of refugee children’s education in Slovenia as part of the INTREF
project, whose main objective is to devise and validate an educational framework that
combines digital learning tools, psychosocial support and exible pedagogies in the Slovenian
educational landscape. This framework emphasizes multilingualism, intercultural competence,
and personalized learning pathways, which are crucial for creating an inclusive and supportive
educational environment in Slovenia. Based on the responses to questionnaires from teachers,
parents, and children, this study oers an insight into four key research areas: language
prociency, interculturality, acceptance, and individualized teaching approaches. The focus of
this study centered on the diering perspectives towards refugee children’s education held by
teachers on one side, and by parents and children on the other.
To explore these areas comprehensively, four research questions were formulated:
R1: How does the provision of additional language support both within and outside the
school environment inuence the language acquisition process of refugee children
from the perspective of teachers, and from the perspective of parents and children?
R2: To what extent do educational practices and the school environment reect and
respect the cultural background of refugee children from the perspective of teachers,
and from the perspective of parents and children?
R3: How do refugee children perceive their social integration within the school
community, and what are the views of teachers, and the views of parents and children,
regarding the inclusion and acceptance of these children?
RQ4: What is the attitude of teachers, and the attitude of parents and children towards
the individualization of academic expectations and standards for refugee children?
Research Methodology
General Background
In Slovenia, the integration of refugee children into the education system is underpinned
by comprehensive legal and policy frameworks designed to ensure equal access to education for
all. Primary education, compulsory and free of charge, lasts for nine years and accommodates
children from a wide array of backgrounds, including EU citizens, Slovenians without Slovenian
citizenship, and those with international protection, under conditions mirroring those for
Slovenian citizens. Specic provisions within the Primary School Act facilitate the inclusion
of refugee students by organizing Slovenian language and culture classes, granting the right
PROBLEMS
OF EDUCATION
IN THE 21st CENTURY
Vol. 82, No. 5, 2024
662
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
https://doi.org/10.33225/pec/24.82.658
Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
to compulsory primary education on equal terms, and allowing for adjusted assessments and
promotion criteria to cater to their unique educational needs. This approach is complemented by
the availability of resources such as the website infotujci.si, which oers essential information
for foreigners seeking integration into Slovenian society, supported by translation services to
bridge language barriers eectively.
The study is focused on a comparative analysis of perceptions on language, interculturality,
acceptance, and individualization among teachers, students, and parents. This analysis examines
how these key aspects of educational integration are perceived dierently by each group within
the participating countries. The research aims to provide insights into the eectiveness of
current policies and practices in meeting the diverse needs of refugee children.
The research was conducted over a two-month period, from September to October 2023.
During this time, data was collected through surveys, interviews, and focus groups involving
teachers, students, and parents across various regions in Germany, Slovakia, Slovenia and
Turkey.
Sample
The sample of this study was selected through a convenience sampling method,
encompassing a total of 322 participants from primary schools in Germany (75 participants of
which 30 students, 30 teachers, and 15 parents), Slovakia (89 participants of which 31 students,
30 teachers, and 28 parents), Slovenia (78 participants of which 31 students, 30 teachers, and 17
parents) and Turkey (80 participants of which 30 students, 30 teachers, and 20 parents), in line
with the project’s objectives. The utilization of a convenience sample allowed for the collection
of data within a specic educational context, providing valuable insights into the experiences
and perceptions of students, teachers, and parents regarding the integration of refugee children
into the educational system. The convenience sample was particularly suitable for this study
due to the exploratory nature of the research, where the primary goal was to gain initial insights
into key issues within a dened context.
The study was conducted in accordance with the Declaration of Helsinki, and in
accordance with the research standards and ethics of Institute of Contemporary Technology,
Faculty of Natural Sciences and Mathematics, University of Maribor (FNM ICT) and approved
by the Ethical commission for studies involving humans (October, 2023).
Instrument and Procedures
To explore the formulated research domains – language, prociency, interculturality,
acceptance, and individualized teaching approaches, three distinct questionnaires were
developed, each tailored to one of the participant groups: teachers, parents, and students.
These instruments were designed to capture a comprehensive understanding of the educational
experiences and integration processes of refugee students from the perspectives of key
stakeholders within the school environment.
The questionnaires – one for each group – encompassed items specically aimed at
elucidating the support systems in place for language acquisition, the extent of intercultural
integration and awareness within the school community, the level of acceptance, and inclusion
experienced by refugee students, and the individualization of teaching practices to meet the
diverse needs of students by covering key topics such as language support, the use of digital
tools for communication, respect for authority, cultural integration, inclusivity in school meals,
feelings of belonging, peer relationships, and the adaptation of academic standards to individual
needs, the instruments were able to capture the multifaceted nature of the educational integration
process from various perspectives.
PROBLEMS
OF EDUCATION
IN THE 21st CENTURY
Vol. 82, No. 5, 2024
663
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) https://doi.org/10.33225/pec/24.82.658
Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
The questionnaires were administered in the fall of 2023, ensuring that responses
reected the current educational climate and integration experiences. To accommodate the
diverse linguistic backgrounds of the student participants, the student questionnaires were
translated into multiple languages which ensured a higher degree of comprehension and
independent completion. This multilingual approach was essential for ensuring the inclusivity
and accessibility of the research process, enabling all participants to engage meaningfully and
provide insights into their experiences and perceptions regarding the integration of refugee
students into the educational system.
The study adhered to standardized procedures to ensure the reliability and validity of
the data collected through the questionnaires. The questionnaires for teachers, parents, and
students were meticulously designed to ensure consistency in how questions were posed,
minimizing variations in understanding and interpretation, thus enhancing the reliability of
the responses. Additionally, a thorough content review by a panel of experts in education and
refugee studies further strengthened reliability. These experts assessed the relevance and clarity
of each question, ensuring that the instruments accurately captured the constructs of interest.
Feedback from this review led to the renement of several questions to eliminate potential
sources of misunderstanding, thereby increasing the reliability of the responses.
Before the ocial distribution, the questionnaires underwent pilot testing with 2
participants from each participant category (teachers, parents, and students). This preliminary
testing phase allowed for the identication and correction of ambiguities or biases in the
questions. Adjustments were made based on the pilot feedback, ensuring that the nal version
of the questionnaire was clear and consistently understood by all respondents. The study
employed established theoretical frameworks related to language acquisition, interculturality,
social integration, and individualized teaching as the foundation for questionnaire design. This
alignment with recognized constructs supported the validity of the instruments in measuring
the intended variables. By collecting and comparing data from teachers, parents, and students,
the study employed a form of data triangulation to enhance validity. This comparative analysis
helped to corroborate ndings across dierent viewpoints, adding depth and validity to the
conclusions drawn.
Following the validation process, the questionnaires were distributed to the respective
participant groups. The administration of these questionnaires was carried out within the school
setting, under conditions that facilitated focus and minimized distractions, thereby maximizing
the accuracy of the students’ responses. Teachers received their questionnaires with instructions
that emphasized the signicance of their insights for improving educational strategies and
integration practices. The completion of these questionnaires was facilitated by providing
sucient time and resources, ensuring that teachers could provide thoughtful and reective
responses. Parents were also encouraged to complete their questionnaires, with the option to
use translation services or assistance as necessary to overcome any language barriers. This
approach was critical to ensuring that all parents, regardless of their prociency in the school’s
primary language, could contribute their perspectives and experiences.
Data Analysis
Once collected, the responses were anonymized to maintain the condentiality of all
participants. The data were then systematically coded and entered into a database for analysis.
The analysis was performed in IBM SPSS Statistics 29 and was guided by the research questions,
with a focus on identifying patterns, discrepancies, and insights that would inform the study’s
conclusions and recommendations.
The data analysis phase involved employing descriptive statistics to compare mean
and standard deviation across responses from three groups: teachers, students, and parents.
PROBLEMS
OF EDUCATION
IN THE 21st CENTURY
Vol. 82, No. 5, 2024
664
ISSN 1822-7864 (Print) ISSN 2538-7111 (Online)
https://doi.org/10.33225/pec/24.82.658
Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
This comparison focused on four thematic areas: language, interculturality, acceptance, and
individualization. The objective was to uncover patterns, similarities, and dierences in
perceptions and experiences regarding the integration of refugee students into the educational
system. The questionnaire was quantied using a Likert scale from 1 (totally disagree) to 5
(totally disagree), allowing for a detailed assessment of attitudes and experiences across the
spectrum of participants. Analysis of Variance (ANOVA) was employed to determine statistically
signicant dierences between groups’ mean scores to verify whether the dierences observed
in perceptions and experiences among teachers, students, and parents were not merely random
variations but reected statistically signicant trends.
Throughout the study, ethical considerations were paramount. Informed consent was
obtained from all participants, and the research was conducted in accordance with ethical
standards that safeguard the rights, privacy, and well-being of all involved. This rigorous
adherence to standardized procedures and ethical guidelines ensured the integrity of the research
process and the credibility of the ndings.
Research Results
The analysis of the provided data revealed signicant insights into the perceptions
of teachers, students, and parents regarding language, interculturality, acceptance, and
individualization within the educational context of refugee children. The comparative analysis
is represented in Table 1.
Table 1
Comparative Analysis of Perceptions on Language, Interculturality, Acceptance, and
Individualization Among Teachers, Students, and Parents
Category Teacher Student Parent ANOVA
M SD M SD M SD
Language
Access to additional language support 1.98 1.384 3.52 1.198 3.23 1.615 F(2, 318) = 40.831, p = .001
Utilization of digital tools for
communication 2.98 1.230 3.07 1.545 3.28 1.475 F(2, 318) = 1.030, p = .358
Interculturality
Respect for authority and teacher
guidance 3.95 .998 4.02 .944 4.19 .943 F(2, 318) = 1.477, p = .230
Valuation of educational knowledge 3.76 .961 3.89 1.124 4.56 .884 F(2, 318) = 16.570, p = .001
Cultural integration and classroom
awareness 3.45 1.028 2.72 1.273 3.44 1.041 F(2, 318) = 15.571, p = .001
Inclusivity and cultural respect in school
meals 3.34 1.247 2.84 1.354 3.65 1.244 F(2, 318) = 10.173, p = .001
Acceptance
Feeling of belonging and school
enjoyment 3.58 .967 3.93 1.010 4.19 .956 F(2, 318) = 9.510, p = .001
Inclusion in peer activities 3.68 .830 3.09 1.354 3.46 1.440 F(2, 318) = 7.337, p = .001
Friendships across cultural backgrounds 3.80 .904 3.40 1.222 3.46 1.368 F(2, 318) = 3.960, p = .020
Peer support during challenges 3.78 .884 3.57 1.175 3.76 1.295 F(2, 318) = 1.226, p = .295
Individualization
Academic expectations and standards 3.86 .955 2.38 1.273 3.34 1.501 F(2, 318) = 44.489, p = .001
Monitoring and acknowledgment of
progress 3.80 1.149 3.02 1.411 3.46 1.302 F(2, 318) = 10.910, p = .001
Consideration of adjusted academic
standards 2.91 1.167 3.26 1.301 3.30 1.409 F(2, 318) = 3.083, p = .047
Class placement based on ability 3.73 1.069 - - 2.81 1.527 F(1, 198) = 24.721, p = .001
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ISSN 1822-7864 (Print) ISSN 2538-7111 (Online) https://doi.org/10.33225/pec/24.82.658
Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
As shown in Table,1, signicant dierences are observed in the rst category of
language domain. Specically, students perceived a signicantly higher level of additional
language support (M = 3.52, SD = 1.198) compared to teachers (M = 1.98, SD = 1.384) and
parents (M = 3.23, SD = 1.615), with a clear statistical signicance (F(2,318) = 4.831, p = .001).
This indicates that students were generally satised with the language support they received,
whereas parents and particularly teachers saw room for improvement in this area. Conversely,
in the category of using digital tools for communication, the dierences across groups were
minor and not statistically signicant (F(2, 318) = 1.030, p = .358), suggesting a relatively
uniform perception across the groups.
Table 1 also highlights statistically signicant dierences in most categories within the
interculturality domain. For instance, respect for authority and teacher leadership was rated
higher by parents (M = 4.19, SD = .943) and students (M = 4.02, SD = .944) than by teachers
(M = 3.95, SD = .998), although this dierence was not statistically signicant (F(2, 318)
= 1.477, p = .230), implying dierent experiences of the teacher's role between the groups.
In contrast, the value placed on educational knowledge showed a signicant disparity, with
parents (M = 4.56, SD = .884) rating it much higher than teachers (M = 3.76, SD = .961)
and students (M = 3.89, SD = 1.124), with a signicant statistical dierence (F(2, 318) =
16.570, p = .001). Additionally, signicant dierences were observed in perceptions of cultural
integration and classroom awareness, where students reported a lower average (M = 2.72, SD
= 1.273) compared to parents (M = 3.44, SD = 1.041) and teachers (M = 3.45, SD = 1.028),
as shown by a signicant F value (F(2, 318) = 15.571, p = .001). Lastly, in the category of
inclusivity and cultural respect in school meals, parents perceive the highest level (M = 3.65,
SD = 1.244), followed by teachers (M = 3.34, SD = 1.247) and students (M = 2.84, SD = 1.354),
with statistically signicant dierences (F(2, 318) = 10.173, p = .001), suggesting that parents
particularly valued the school’s eorts in this area.
In the domain of acceptance, as outlined in Table 1, there are signicant insights into
how students feel within the school environment. Parents (M = 4.19, SD = .956) and students
(M = 3.93, SD = 1.010) reported a higher sense of belonging and enjoyment at school compared
to teachers (M = 3.58, SD = .967), with a statistically signicant dierence (F(2, 318) = 9.510,
p = .001). This nding suggests that students and their parents viewed the school environment
more positively than teachers did. Furthermore, students felt less included in peer activities (M
= 3.09, SD = 1.354) than perceived by their parents (M = 3.46, SD = 1.440) and teachers (M =
3.68, SD = .830), with signicant dierences (F(2, 318) = 7.337, p = .001), indicating a potential
area for improvement in fostering student inclusivity. Regarding friendships across cultural
backgrounds, parents again reported higher average values (M = 3.46, SD = 1.368) compared to
teachers (M = 3.80, SD = .904) and students (M = 3.40, SD = 1.222), with signicant dierences
(F(2, 318) = 3.960, p = .020). In contrast, peer support during challenges showed no statistically
signicant dierences across the groups (F(2, 318) = 1.226, p = .295), indicating consensus on
this aspect.
Finally, in individualization, particularly regarding the adjustment and recognition
of progress, Table 1 shows statistically signicant dierences in academic expectations and
standards. Parents (M = 3.34, SD = 1.501) had the highest expectations for their children to
meet the same standards as domestic students, while students strongly disagreed with the
statement that teachers demanded too much from them (M = 2.38, SD = 1.273), with signicant
dierences (F(2, 318) = 44.489, p = .001). This suggests discrepancies in perceptions of teacher
demands between the groups. Additionally, teachers moderately agree that refugee children
had enough time for their progress to be monitored (M = 3.80, SD = 1.149), while students
and parents had slightly dierent views, with parents agreeing that the monitoring period was
sucient (M = 3.46, SD = 1.302), and students showing moderate agreement (M = 3.02, SD =
1.411). These dierences are statistically signicant (F(2, 318) = 10.910, p = .001). Regarding
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Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
the consideration of adjusted academic standards, students reported a greater extent that
teachers did not require them to know as much as domestic students (M = 3.26, SD = 1.301),
while teachers disagreed with the necessity of adjusting standards (M = 2.91, SD = 1.167),
with statistically signicant dierences (F(2, 318) = 3.083, p = .047). Lastly, on the question
of student placement in class based on abilities, signicant dierences are present between
teachers and parents (F(1, 198) = 24.721, p = .001), with parents being more supportive of
placement based on abilities (M = 4.14, SD = 1.098) compared to teachers (M = 2.81, SD =
1.527).
Discussion
The exploration of the educational integration of refugee children in Germany, Slovakia,
Slovenia and Turkey has yielded signicant insights, which are essential for shaping future
educational policies and practices. The main ndings from this study underscore the existence
of substantial discrepancies between the perceptions of teachers, parents, and students across
key areas including language support, interculturality, acceptance and individualized education.
Notably, the discrepancy in perceptions of language support among stakeholders aligns with
Zegin and Atas Akdemir (2020), emphasizing the need for enhanced parental engagement and
addressing language barriers to improve support for refugee students. Similar challenges have
been noted in the integration of Ukrainian refugee children in Germany, where language barriers
and the lack of culturally sensitive support systems have been highlighted as key obstacles
(Fert, 2023).
For the rst research question regarding the impact of additional language support, it was
evident that students perceive a signicantly higher level of support than what is recognized by
teachers and parents, as shown by the statistically signicant dierences in perceptions. This
disconnect underscores the need for a reassessment of language assistance programs, to ensure
they are meeting the needs of all stakeholders. The minor dierences observed in the use of
digital tools for communication, which were not statistically signicant, suggest that these tools
are uniformly perceived across groups, indicating a potential area for standardization in digital
communication strategies. This is consistent with ndings from the “Lend a Hand” project,
which emphasized the importance of standardized approaches in the use of digital tools for
enhancing the social inclusion of refugee students (Almeida et al., 2019).
The exploration of interculturality within the school environment, as posed in the second
question, revealed that parents highly value eorts towards cultural integration, as evidenced
by the signicant dierences in their perceptions compared to those of teachers and students.
This nding suggests that initiatives fostering an inclusive culture are well-received by families
but may not be as visible or valued by teachers and students. This resonates with the emphasis
on creating inclusive school cultures highlighted by Veck and Wharton (2019), indicating the
importance of making intercultural eorts more apparent and appreciated across all groups.
Furthermore, research in Sweden, Germany, Greece, Lebanon, and Turkey has shown that
inclusive educational environments, which involve close collaboration among children,
educators, and communities, are crucial for the successful integration of refugee children (Crul
et al., 2019).
The study’s ndings on acceptance and social integration reect the necessity of policies
that connect students’ pasts, presents, and futures, as advocated by Dryden-Peterson (2022). The
discrepancies between the positive perceptions of parents and students versus the more critical
viewpoint of teachers, particularly in areas of social inclusion and friendships across cultural
backgrounds, suggest the potential area for development in enhancing the inclusivity and
acceptance within the school community. This indicates a need for more targeted interventions
that can bridge the gap between diering perceptions and foster a more cohesive and supportive
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Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
school environment. A comparative policy analysis in Germany also underscores the need for
context-sensitive policies that address the specic integration challenges faced by refugee
students in dierent regions (Korntheuer & Damm, 2020).
Lastly, the study explored the individualized education approaches for refugee children
that revealed divergent views on the adjustment of academic expectations and standards. The
signicant dierences in perceptions between teachers and parents, particularly regarding the
placement of students based on abilities, point to a critical need for dialogue between educators
and families. This dialogue is essential to ensure that educational practices are both equitable and
tailored to meet diverse learning needs. The ndings emphasize the importance of personalized
education plans that consider the unique backgrounds and experiences of refugee children,
aiming to foster a sense of belonging and support their overall well-being. The importance
of such individualized approaches is further supported by ndings that highlight the role of
vocational education and training in supporting the integration of young refugees, particularly
in overcoming language and cultural barriers (Jorgensen et al. 2021).
The study's main ndings reveal several key areas of discrepancy in the perceptions
of teachers, parents, and students regarding the educational integration of refugee children.
These discrepancies are particularly evident in the areas of language support, interculturality,
acceptance, and individualized education. For example, while students generally perceive a
higher level of language support, teachers and parents recognize signicant gaps, indicating
a need for more consistent and eective language programs. This nding aligns with Zegin
and Atas Akdemir's (2020) observations about the critical gap in parental involvement due to
language barriers, suggesting that language support must be expanded not only for students but
also for their families to ensure comprehensive integration. Furthermore, the study highlights
diering views on interculturality, with parents placing a higher value on cultural integration
eorts than teachers and students. This discrepancy suggests that while schools may implement
intercultural initiatives, these eorts are not suciently visible or impactful from the perspective
of all stakeholders. This echoes Veck and Wharton’s (2019) insights on the importance of
creating inclusive school cultures, where intercultural eorts are recognized and appreciated by
the entire school community. The ndings suggest that schools need to enhance the visibility and
eectiveness of their intercultural programs to foster a more inclusive environment. The study
also identies a gap in acceptance and social integration, with parents and students generally
holding more positive views than teachers, particularly regarding social inclusion and cross-
cultural friendships. This gap highlights the potential for targeted interventions to improve
teachers' perceptions and practices around inclusion, thereby bridging the divide between these
diering viewpoints. As Dryden-Peterson (2022) emphasizes, policies that connect students'
pasts, presents, and futures are essential for fostering meaningful social integration, indicating
that schools need to adopt more contextually sensitive approaches to inclusion that consider the
unique experiences of refugee students.
In terms of individualized education, the study uncovers signicant dierences in
how academic expectations and standards are perceived by teachers and parents, particularly
regarding student placement based on abilities. This nding underscores the need for open
dialogue between educators and families to ensure that educational practices are equitable and
tailored to the diverse needs of refugee children. The necessity of such individualized approaches
is supported by Karsli-Calamak and Kilinc (2019), who argue that diverse educational needs and
backgrounds must be considered in curriculum design and policymaking. The study contributes
to this ongoing discussion by emphasizing the importance of personalized education plans that
are responsive to the unique challenges faced by refugee students.
The ndings collectively underscore the need for enhanced communication and
collaboration between teachers, parents, and students to address the identied discrepancies.
Implementing comprehensive support systems that address not only academic but also social
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https://doi.org/10.33225/pec/24.82.658
Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
and emotional needs is imperative. The study highlights the critical role of personalized
education plans that take into consideration the unique backgrounds and experiences of refugee
children, aiming to foster a sense of belonging and support their overall well-being.
While this study has provided valuable insights into the educational integration of
refugee children, several limitations should be acknowledged. First, the reliance on self-
reported data introduces the possibility of response bias, as participants may have interpreted
questions dierently or provided socially desirable answers. Second, the study was conducted
within a specic geographic region, which may limit the generalizability of the ndings to other
contexts. Additionally, the cross-sectional design of the study captures perceptions at a single
point in time, which does not account for how these perceptions might change over time with
ongoing integration eorts. Finally, the study's focus on the perspectives of teachers, parents,
and students, while comprehensive, does not include the views of other important stakeholders
such as policymakers, school administrators, or community organizations. Future research
should address these limitations by employing longitudinal designs, expanding the geographic
scope, and including a broader range of stakeholders to provide a more nuanced understanding
of the integration process.
This research highlights the complex interplay between language support, interculturality,
acceptance and individualization in the educational integration of refugee children. It calls for a
collaborative eort among teachers, parents, and students to develop and implement strategies
that not only address academic needs but also support the holistic development and well-being
of refugee children in their new educational environments. The ndings serve as a foundation
for future research aimed at optimizing educational practices for refugee children and ensuring
their successful integration into society.
Conclusions and Implications
The essence of this study transcends the mere collation and analysis of responses regarding
the educational integration of refugee children in Germany, Slovakia, Slovenia and Turkey.
It reveals a disparity in perceptions among teachers, parents, and students, that underscores
a broader, systemic challenge. This challenge is not only about linguistic support or cultural
integration but also about the fundamental recognition and fulllment of refugee children's
unique educational needs and their right to an inclusive, respectful learning environment.
By illuminating these disparities, the study not only conrms the necessity of a multifaceted
approach to refugee education but also contributes to a deeper understanding of the intricate
dynamics at play within educational systems facing the task of integration.
The ndings advocate for a paradigm shift towards more personalized, culturally
sensitive educational practices that not only address language acquisition but also foster a sense
of belonging and acceptance among refugee children. This study has successfully highlighted
the critical gaps and has laid the groundwork for future endeavors in crafting educational
strategies that are as diverse as the populations they aim to serve.
There is a clear imperative for ongoing research and action that further explores the
eectiveness of integrated educational frameworks. This includes examining the long-term
outcomes of such approaches on students' academic achievements, social integration, and overall
well-being. While this study oers a signicant contribution to the eld, it also underscores the
complexity of educational integration eorts and the need for continued dialogue, innovation,
and commitment from all stakeholders involved. As we move forward, it is essential to keep in
mind that the ultimate goal is not merely to accommodate refugee children within our schools
but to empower them to thrive within their new communities. The path forward should be
paved with strategies that are informed by empathy, evidence, and a steadfast commitment to
inclusivity and equity.
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Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
Acknowledgements
The authors would like to express their appreciation to the research program P5-0433,
Digital Restructuring of Decit Occupations for Society 5.0 (Industry 4.0), nanced by the
Slovenian Research Agency (ARRS), and to the project Integration of Refugee Children Toward
Sociocultural Harmony, project number 2022-1-TR01-KA220-SCH-000087388, nanced
under the Erasmus+ program. This support has signicantly aided in the advancement of our
study and has been instrumental in achieving the research objectives.
Declaration of Interest
The authors declare no competing interest.
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Received: July 11, 2024 Revised: July 30, 2024 Accepted: September 08, 2024
Cite as: Kerneža, M., Zemljak, D., Kordigel Aberšek, M., Aberšek, B., Legvart, P., Konšak,
H., Sari, H., Hanuliakova, I., Huber, L., Laurusone, I., Terzioglu, K., & Kilic, M. (2024).
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in the 21st Century, 82(5), 658–671. https://doi.org/10.33225/pec/24.82.658
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Maja KERNEŽA, Dejan ZEMLJAK, Metka KORDIGEL ABERŠEK, Boris ABERŠEK, Polona LEGVART, Helena KONŠAK, Hakan SARI,
Ildiko HANULIAKOVA, Loreta HUBER, Inga LAURUSONE, Kübra TERZIOGLU, Metin KILIC. Education of refugee children within the
INTREF project framework
Maja Kerneža
(Corresponding author)
PhD, Assistant Professor, Faculty of Education, University of Maribor, Koroška
cesta 160, 2000 Maribor, Slovenia.
E-mail: maja.kerneza1@um.si
ORCID: https://orcid.org/0000-0002-0813-8675
Dejan Zemljak Teaching Assistant, Faculty of Mathematics and Natural Sciences, University of
Maribor, Koroška cesta 160, 2000 Maribor, Slovenia.
E-mail: dejan.zemljak1@um.si
ORCID: https://orcid.org/0000-0002-7757-5457
Metka Kordigel Aberšek PhD, Professor, Faculty of Education, University of Maribor, Koroška cesta 160,
2000 Maribor, Slovenia.
E-mail: metka.kordigel@um.si
ORCID: https://orcid.org/0000-0002-3530-9994
Boris Aberšek PhD, Professor, Faculty of Mathematics and Natural Sciences, University of
Maribor, Koroška cesta 160, 2000 Maribor, Slovenia.
E-mail: boris.abersek@um.si
ORCID: https://orcid.org/0000-0002-4198-4240
Polona Legvart Primary Schol Teacher, Primary School bratov Polančičev, Prešernova ulica 19,
2000 Maribor, Slovenia.
E-mail: polona.legvart@osbp.si
Helena Konšak Primary Schol Teacher, Primary School bratov Polančičev, Prešernova ulica 19,
2000 Maribor, Slovenia.
E-mail: helena.konsak@osbp.si
Hakan Sari PhD, Professor, Ahmet Kelesoglu Faculty of Education, Nechmettin Erbakan
University, A Blok, No: 116 Meram Yeni Yol Street, Meram/Konya, Turkey.
E-mail: hsari@erbakan.edu.tr
ORCID: https://orcid.org/0000-0003-4528-8936
Ildiko Hanuliakova Teamwork for a better Future, Kúpeľná 3544/33, 932 01 Veľký Meder, Slovakia.
E-mail: ildiko.hanuliakova@gmail.com
Loreta Huber PhD, Professor, EureCons Förderagentur GmbH, Parkstraße 1, 86405
Meitingen, Germany.
E-mail: huber@eurecons.com
ORCID: https://orcid.org/0000-0001-5453-7995
Inga Laurusone PhD, EureCons Förderagentur GmbH, Parkstraße 1, 86405 Meitingen,
Germany.
E-mail: inga.laurusone@eurecons.com
Kübra Terzioglu PhD, Professor, Bolu Abant Izzet Baysal University, Baibü Gölköy Yerleşkesi,
14030 Bolu Merkez/Bolu, Turkey.
E-mail: mustafa611968@hotmail.com
Metin Kilic PhD, Professor, Faculty of Science and Arts, Düzce University, Düzce
Üniversitesi Konuralp Yerleşkesi Yörük Mah. Merkez/Düzce, 81620, Turkey.
E-mail: metinkilic@duzce.edu.tr
ORCID: https://orcid.org/0000-0002-7384-0997