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Open research questions in Education and experiences of immigrants and refugees

215 gap statements mined from Education and experiences of immigrants and refugees papers in our 7.9M-paper local library, which holds 3,267 papers on the topic — drawn mostly from each paper's own stated research gap, future-work, challenge and limitation notes, and its abstract. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one.

Choosing where to publish on Education and experiences of immigrants and refugees? See the ranked Social Science journals.

What the literature leaves open

  • The gap in understanding the language and literacy needs and challenges of students with refugee experiences. The lack of preparedness of teachers to support students with limited or interrupted formal education. The need for an integrated model of supports for students with refugee experiences.

    Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports · 2024 · DOI

  • The paper identifies a gap in the lack of training opportunities for school staff to support students from refugee backgrounds. The study highlights the need for increased training for school staff to address the mental health issues faced by individuals from refugee backgrounds. The paper also identifies a gap in the public school system's support for students from refugee backgrounds.

    “Home Is the Mouth of a Shark”: Trauma and the Needs of Students from Refugee Backgrounds from the Perspective of Boundary Spanning Refugee Resettlement Workers · 2024 · 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

  • 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

  • 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

  • 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

  • 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

  • Policymakers face challenges in developing inclusive and flexible educational policies that support the needs of refugee students.

    Educators Perspectives on Translanguaging and Trauma in Refugee Education: Insights from Multiple Contexts in Greece · 2026 · DOI

  • There is a lack of understanding of the complexities of refugee education in Greece. There is a need to investigate the role of educators in shaping the learning experiences of refugee students. There is a gap in the development of inclusive and flexible educational policies that support the needs of refugee students.

    Educators Perspectives on Translanguaging and Trauma in Refugee Education: Insights from Multiple Contexts in Greece · 2026 · DOI

  • Further research should be conducted to explore the long-term effects of the reception process on Ukrainian refugee minors. Further research should be conducted to develop effective strategies for supporting refugee minors in their adaptation to the new educational system.

    Socio-educational Factors in the Reception of Ukrainian Refugee Minors in Spain Through the Protagonists’ Voices · 2026 · DOI

  • The reception process of Ukrainian refugee minors in Spain is a complex issue that has not been fully addressed. There is a need to analyse the perceptions of refugee children and their mothers on the social and educational factors that influence their reception process.

    Socio-educational Factors in the Reception of Ukrainian Refugee Minors in Spain Through the Protagonists’ Voices · 2026 · DOI

  • It highlights the need to center refugee voices in research and practice. The collection reveals the challenge of reproducing exclusion in postsecondary institutions.

    Book review: Resisting the Dehumanization of Refugees · 2026 · DOI

  • Future research could engage more systematically with postcolonial and critical race theory foundations. It could explore the implications of the book's findings for policymakers, practitioners, and scholars working with refugees.

    Book review: Resisting the Dehumanization of Refugees · 2026 · DOI

  • Teachers showed relatively lower self-efficacy in differentiating assessment tools, highlighting a need for targeted in-service training. Support for less experienced teachers is recommended. The significant difference in the assessment sub-dimension between 7 and 8-year experienced teachers indicates the importance of experience in assessment competence. Practical strategies for implementation should be expanded.

    The self-efficacy perceptions of teachers working in the PIKTES project regarding differentiated instruction · 2026 · DOI

  • There is a need to find practical solutions for long-term employment and full workplace integration of Ukrainian women refugees.

    Under the Canvas Ceiling: Ukrainian Refugee Women’s Learning at Lithuanian Organisations · 2026 · DOI

  • Qualitative data would provide a deeper understanding of the issues and solutions required for the inclusion of newcomers in the education sector in the Latvian context - Development of specialized solutions like an inclusive curriculum design, language support program, teacher training, etc.

    Intercultural Competence of Teachers to Work with Newcomer Children · 2024 · DOI

  • Identifying and meeting the educational needs of students with refugee experiences. Supporting students with limited or interrupted formal education. Building trusting, collaborative relationships of power with students with refugee experiences.

    Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports · 2024 · DOI

  • The study emphasises how vital it is to shift from a limited focus on access to a more comprehensive model of structural inclusion at the policy level.

    The Evolution of Educational Policies for Immigrant Students in Turkey (2010–2025): A Qualitative Document Analysis · 2026 · DOI

  • The study's sample size was limited to 300 refugee students. The study's cross-sectional design limits the ability to establish causality. The study's findings may not be generalizable to other refugee populations.

    Academic Resilience of Refugee Secondary School Students across Demographic Characteristics in Nakivale Refugee Settlement, Uganda · 2026 · DOI

  • Structural barriers, including limited start-up capital and insecure land tenure, persisted. The study does not provide a comprehensive solution to these structural barriers.

    The Role of ARU Graduates in Advancing Youth Empowerment Goals through the URDT Institutes Skilling for Entrepreneurship and Dignified Work Project in Uganda’s Four Refugee Settlements · 2026 · DOI

  • The findings also indicate that diversity challenges structurally are often under-recognised…

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

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

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

Most-cited papers in Education and experiences of immigrants and refugees

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Open questions raised by papers listed on this page include: (1) 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 (“Syrian refugees under temporary protection and the YEDAM Service Network in…”, 2026); (2) The lack of consideration of the situation of refugees as mitigating circumstances under Article 31 (“Protection without recognition: managing Afghan refugees in Uzbekistan”, 2026); (3) 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…”, 2026); (4) Future research should investigate the long-term effects of social integration policies on refugee students in higher education (“Europeanization and Refugee Integration in Higher Education in Türkiye: The…”, 2026); (5) The lack of a robust legal and normative foundation for the education and lifelong learning of adult migrants (“Review on International Documents on Adult Migrants’ Education and Learning:…”, 2026). 215 gap statements have been mined from Education and experiences of immigrants and refugees papers in our 7.9M-paper local library, which holds 3,267 papers on the topic; the gaps come from whichever of those papers state one. They are mostly the research gaps the authors state and the papers' abstracts, plus future-work, limitations and challenges passages. The ones listed below are a selection still marked open; each names the study that raised it, with a DOI link where the paper has one, so you can read the original claim in context.

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