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Open research questions in Education and experiences of immigrants and refugees

216 unresolved questions extracted from the limitations and future-work sections of 3,086 Education and experiences of immigrants and refugees papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The study acknowledges the challenge of doing justice to the Kurdish people's struggles with systemic discrimination and oppression. The study recognizes the complexity of examining immigrant students' mathematics learning through the lens of immigrant futurities. The study highlights the need to challenge dominant narratives of deficit and assimilation.

    Immigrant futurities—two students’ stories of mathematics learning · 2026 · DOI

  • The study identifies a gap in understanding how immigrant students' visions of thriving futures produce meaning in mathematics education. The study highlights the need to move beyond deficit explanations for underachievement and instead illuminate elements such as injustice, oppression, colonialism, and/or discrimination.

    Immigrant futurities—two students’ stories of mathematics learning · 2026 · DOI

  • The findings demonstrate that current academic literature heavily criticizes institutional coordination deficits (72,6%), bottlenecks in integration and harmony processes (69,0%), and the limited capacity of local governments (54,8%), yet remains insufficient in generating functional policy instruments.

    Türkiye’de Göç Yönetimi Sorunu ve Çözüm İçin Bir Model Önerisi · 2026 · DOI

  • We note (1) the importance of teachers’ understanding processes as both a core and underrecognized resource in supporting refugee students, and (2) the need to foster dialogic and humanizing stances for teachers to understand and adapt to the dehumanizing realities and constant changes that war and forced displacement bring to their classrooms.

    Teachers of refugee children opening up dialogic spaces across interruptions and change · 2025 · DOI

  • The women face challenges in pursuing higher education, including language barriers and cultural adjustments. The study highlights the need for more support services for Afghan female refugees in community colleges.

    Understanding and responding to Afghan female refugee educational needs as they pursue higher education at a California community college. · 2026 · DOI

  • The study identifies a gap in knowledge about the experiences and challenges of Afghan female refugees in community colleges. The research highlights the need for more studies on the educational needs of Afghan female refugees.

    Understanding and responding to Afghan female refugee educational needs as they pursue higher education at a California community college. · 2026 · DOI

  • There is a lack of research on the relationship between the regional distribution of Syrian refugees under temporary protection and the numerical distribution of YEDAM centers. The study aims to address this gap by examining the correlation between the number of registered Syrians and the number of YEDAM centers nationwide.

    Syrian refugees under temporary protection and the YEDAM Service Network in Türkiye: An ecological perspective on regional balance · 2026 · DOI

  • There is a gap in understanding diversity issues among refugee students in Ugandan higher education institutions. Prior research has focused on inclusive policy frameworks, but has not examined the experiences of refugee students in higher education.

    Diversity Issues Among the Refugee Populations in the Selected Higher Education Institutions in Uganda: A Student Perspective · 2026 · DOI

  • recognising in difference. influence participation Diversity within HEIs is frequently framed as an asset, yet for refugee students, it may expose institutional and Gender-related accommodating dynamics may and vulnerability to marginalisation. Disability-related diversity may be inadequate infrastructure, limited assistive technologies, or insufficient academic accommodations. Cultural and linguistic diversity can lead to exclusion when instruction, administrative procedures assume a uniform level of academic preparation. Religious diversity may further shape a sense of belonging, particularly when institutional norms privilege dominant practices. These dimensions intersect with socioeconomic precarity, producing differentiated experiences of integration. assessment, and Importantly, diversity-related are interconnected.

    Diversity Issues Among the Refugee Populations in the Selected Higher Education Institutions in Uganda: A Student Perspective · 2026 · DOI

  • Refugee migrations create challenges for upholding the fundamental rights and dignity of all individuals fleeing persecution. Developing host countries often face limited resources, political instability, or a lack of infrastructure.

    Participation and learning: a quasi-experimental examination of refugee settlement program and its impacts on refugees’ socioeconomic capabilities · 2026 · DOI

  • There is a lack of understanding about the impact of refugee settlement programs on refugees' socioeconomic capabilities. The study aims to address this gap by examining the relationship between program participation and refugees' outcomes.

    Participation and learning: a quasi-experimental examination of refugee settlement program and its impacts on refugees’ socioeconomic capabilities · 2026 · DOI

  • The paper identifies a gap in the existing literature on deportation experiences. It notes that the current narratives often overlook the complexities and ambiguities of the men's experiences.

    Susanne U. Schultz: „Failed“ Migratory Adventures? Malian Men Facing Conditions Post Deportation in Southern Mali. Bielefeld: transcript 2022, 262 Seiten · 2026 · DOI

  • The requirement of a private invitation for extending a three-month visa. The dependence of the judiciary on the executive in Uzbekistan. The lack of consideration of the situation of refugees as mitigating circumstances under Article 31.

    Protection without recognition: managing Afghan refugees in Uzbekistan · 2026 · DOI

  • Prior research relies on adults’ perspectives, while this study amplifies the voices of refugee youth themselves. There is a lack of studies that directly center refugee high school students’ voices in Türkiye.

    From Conflict to Classroom: Refugee High School Students’ Motivations for Emigration to Türkiye · 2026 · DOI

  • The study highlights the challenges of addressing vulnerability in forced migration contexts, including the intersectionality and interactionality of vulnerabilities. The study notes the challenges of conducting research in this area, including the limited availability of data and the need for a comprehensive approach.

    A Scoping Review of the Vulnerabilities of Syrian Refugees Amid Overlapping Crises in Jordan, Lebanon, and Türkiye · 2026 · DOI

  • The study identifies a gap in research on the interactionality and intersectionality of vulnerabilities in forced migration and disaster contexts. The study highlights the need for further research on the roles of technology and environmental drivers in shaping vulnerability.

    A Scoping Review of the Vulnerabilities of Syrian Refugees Amid Overlapping Crises in Jordan, Lebanon, and Türkiye · 2026 · DOI

  • Several limitations of this study should be noted. First, the research relies on a relatively small sample of thirteen adult educators and thirty-eight migrants in Türkiye and Portu- gal. As a result, the findings remain limited in scope and should not be interpreted as broadly generalizable beyond the specific context of this study. The conclusions are there- fore primarily applicable to the qualitative framework and participant group examined here. Second, the migrant participants in Portugal were pre- dominantly from Afghanistan. This reflects the period dur- ing which the fieldwork was conducted, coinciding with the arrival of a significant number of Afghan migrants in the country. Accordingly, the experiences and perspectives cap- tured in the study may not adequately represent the wider diversity of migrant communities in Portugal. Lastly, the observations and evaluations concerning the SUYE program should also be considered within these limitations. Additional research involving larger and more diverse samples of migrants and adult educators would be necessary to assess the program’s effectiveness more com- prehensively and to better understand its potential contribu- tion to migrant integration. Author Contribution 1) S.D.Ö and E.Y wrote the manuscript text pre- pared the literature reviews and discussed the data collection tech- niques. 2) E.Y studied the MAXQDA program to analyse the quali- tative data which was collected together by both authors. E.Y also uploaded the data extracted from the in depth interviews and focus groups to MAXQDA program. 3) E.Y prepared the MAXQDA charts and figure. 4) S.D.Ö wrote the draft versions of abstract, intrduction, conceptual frame and concluding remarks 5) Both authors shared and exchanged their views for the final version of the manuscript. 6) Final review was done by both authors. Funding This article is inspired by the project results obtained by the Project 2021-TR01-KA220-ADU-000028291 "Active Citizen- ship in The New Homeland / ACT-NEW HOME,2021-TR01-KA220- ADU-000028291 /ACT NEW HOME Project has been conducted with support from the European Commission and co-funded by European Union in cooperation with the Turkish National Agency. Availability of Data and Materials Due to confidentiality agreements the data cannot be publicly shared but can be provided by the authors upon request. The Project 2021-TR01-KA220-ADU-000028291 project produced an E-Learning Platform for both Migrant Groups and Adult Educators that is open for access (last access 31.10.2025) via the link: (https:// actne whome- vle. eu/? lang= en).

    Active Participation, Migration and Inclusion: Lifelong Learning Practices in Portugal and Türkiye · 2026 · DOI

  • Language barriers between host country and refugee students. Mutual prejudices between host country and refugee students. Limited access to language support for refugee students.

    Europeanization and Refugee Integration in Higher Education in Türkiye: The Case of Dokuz Eylül University · 2026 · DOI

  • Future research should investigate the long-term effects of social integration policies on refugee students in higher education. Future research should explore the impact of language support on the social integration of refugee students in higher education.

    Europeanization and Refugee Integration in Higher Education in Türkiye: The Case of Dokuz Eylül University · 2026 · DOI

  • The lack of a robust legal and normative foundation for the education and lifelong learning of adult migrants. The need for a systematic review of international strategic and normative documents governing the education and lifelong learning of adult migrants.

    Review on International Documents on Adult Migrants’ Education and Learning: Lessons for Ukraine · 2026 · DOI

  • There is a need to understand the socio-cultural segregation due to minority stress experienced by Syrian university students in Türkiye. The current study aims to address this gap by exploring the impact of minority stress on sociocultural segregation.

    Minority Stress and Socio-Cultural Segregation among Syrian University Students in Türkiye · 2026 · DOI

  • This study has several important limitations. First, although the issue of minority stress and segregation in Syrian university students has not been studied, our findings in the qualitative paradigm do not provide us with data on whether there is a widespread effect beyond the participants included in the study. Quantitative research can be conducted in this area that can test strong causal relationships and reveal the widespread effect. In addition, in this study, gender was found to be an important factor in terms of segregation due to minority stress. However, it is unclear whether there is a differentiation in terms of demographic constructs such as age, length of stay, education level, socioeconomic status. A study that includes these factors may provide more in- depth and inclusive results. Secondly, the purposive sampling method was used to select the participants and the prerequisite of voluntariness was sought; there is no evidence as to whether those who chose not to participate in the study experienced minority stress and segregation to a lesser extent. Another limitation of the study is that a significant portion of the participants reside in a single geographical region of Türkiye. Third, although the findings from the thematic analysis point to a relationship between minority stress and cultural segregation, an experimental or longitudinal design is needed for a good test of causality. Lastly, the mental health problems related to minority stress experienced by individuals may not be directly related to their social life in the host country. It is also possible that the dissociation process due to minority stress can be explained by a personality disorder or a specific affective disorder.

    Minority Stress and Socio-Cultural Segregation among Syrian University Students in Türkiye · 2026 · DOI

  • Language barriers - Discrimination and exclusion - Financial difficulties - Reluctance of school administrations to enroll migrant and refugee students - Lack of parental support due to language difficulties

    Challenges Faced by Immigrant and Refugee Children in Accessing and Integrating into Education (The Case of Kırşehir Province) · 2026 · DOI

  • Future research should explore the development of multifaceted educational policies that address linguistic, cultural, and economic dimensions. Future research should investigate the effectiveness of language education programs for immigrant and refugee children and their families.

    Challenges Faced by Immigrant and Refugee Children in Accessing and Integrating into Education (The Case of Kırşehir Province) · 2026 · DOI

  • The experience of culture shock is a significant issue for individuals who leave their home country and adapt to a new culture. There is a need to explain the experience of culture shock through a widely used model.

    Stages of Being Foreign as Portrayed in Daughter of Keltoum and Lost Birds · 2026 · DOI

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216 open questions have been extracted from the limitations and future-work passages of 3,086 Education and experiences of immigrants and refugees papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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