EDUCATION AND INTEGRATION: A SYSTEMATIC REVIEW OF NATIONAL AND INTERNATIONAL LITERATURE ON SYRIAN CHILDREN'S ACCESS TO EDUCATION IN TURKIYE
DOI:
https://doi.org/10.46827/ejes.v13i2.6510Parole chiave:
Syrian children, forced migration, education, integration, systematic reviewAbstract
Following the outbreak of the Syrian civil war in 2011, Türkiye has become the country hosting the largest number of Syrian refugees worldwide. In this context, access to education and educational integration of Syrian children have emerged as central issues in both academic research and public policy debates. The aim of this study is to systematically review national and international academic literature published between 2011 and 2025 on Syrian children’s access to education and integration into the Turkish education system. Within the scope of the study, academic publications indexed in TR Dizin, Web of Science, Scopus, and Google Scholar were reviewed. Based on predefined inclusion and exclusion criteria, a total of 36 studies were included in the systematic analysis. The selected studies were examined under the main themes of access to education, language and academic adaptation, school environment and social relations, psychosocial dimensions, and education policies. The findings reveal that Syrian children face significant structural barriers to education, including bureaucratic registration procedures, limited school capacity, economic deprivation, and language barriers. Moreover, inclusive school environments and supportive teacher attitudes were found to positively influence students’ academic adjustment and social integration. However, persistent regional disparities and institutional capacity constraints continue to limit the effective implementation of education policies. In conclusion, this study demonstrates that education for Syrian children is not only an academic issue but also a fundamental component of long-term social integration. Based on the findings, the study offers policy recommendations aimed at developing inclusive, sustainable, and comprehensive educational approaches.
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