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Using a qualitative case study with semi-structured interviews of 14 teachers, the study identifies language barriers, war-related psychological distress, and limited access to tailored resources as persistent obstacles. Teachers observe varied cultural adaptation, with Ukrainian and Belarusian students adapting more easily. Findings highlight the value of inclusive school environments and social activities while noting the need for specific refugee programs, improved teacher competencies, and sustained family engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluation-of-refugee-education-in-lithuania-according-to-teachers-opinions-read-online-free/592047/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluation-of-refugee-education-in-lithuania-according-to-teachers-opinions-read-online-free/592047.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research method is used to evaluate refugee education in Lithuania?","Question",{"text":112,"@type":113},"A qualitative case study approach is used, with semi-structured interviews conducted with 14 teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What main challenges teachers reported for refugee education?",{"text":117,"@type":113},"Teachers reported language barriers, war-induced psychological distress, and limited access to tailored resources as key obstacles.",{"name":119,"@type":110,"acceptedAnswer":120},"How do Lithuanian schools support refugee integration, and what is still missing?",{"text":121,"@type":113},"Teachers noted that inclusive school environments and social activities support academic and social integration, but the lack of specific programs and refugee-tailored materials hinders progress.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592047,1792210536,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","Evaluation of Refugee Education in Lithuania According to Teachers' Opinions1  \nHüseyin Sinan Avcı  \nRepublic of Turkiye Ministry of National Education, Turkey, [hsinanavci@gmail.com](hsinanavci@gmail.com)  \nAsım Arı  \nProf. Dr., Eskisehir Osmangazi University, Turkey, [ari@ogu.edu.tr](ari@ogu.edu.tr)  \nThis study evaluates the refugee education in Lithuania, focusing on the perspectives of teachers. Employing a qualitative case study approach, semi-structured interviews with 14 teachers were conducted to explore the challenges, strategies, and outcomes related to refugee education. The findings reveal that while Lithuanian schools facilitate academic and social integration, significant obstacles persist, including language barriers, war-induced psychological distress, and limited access to tailored resources. Teachers reported varied levels of cultural adaptation among refugee students, with Ukrainian and Belarusian students adapting more easily due to cultural proximity. Social activities and inclusive school environments contribute positively to integration, yet the lack of specific programs and materials tailored for refugees hinders progress. Recommendations include improving keyframe, enhancing teacher competencies, and fostering continuous engagement with refugee families. This research underscores the need for systematic policy reforms and resource development to support refugee education in Lithuania. It also provides recommendations that can be used for countries that are inexperienced in refugee education in a similar way.  \nKeywords: Lithuania, refugee education, integration, multicultural education, teacher  \nINTRODUCTION  \nMigration is defined as the temporary or permanent departure of people from their current places and their movement to other places. The location dimension of the phenomenon of migration is the displacement of the migrant in a direction within or outside his/her own country, regardless of distance. However, people moving from their homes and people changing their countries by fleeing from war or natural disasters are of course different phenomena (Lee, 1966, p. 50) . Immigrants and refugees are connected concepts but unlike refugees, who are unable to safely return to their home countries, migrants have the option to return home if they choose.  \nWhen we think of refugees for Lithuania, Ukrainians come to mind. Since the Russian invasion of Ukraine, which began in February 2022, Lithuania has welcomed a large number of refugees relative to its population. The Russian invasion of Ukraine has created one of the largest humanitarian crises in recent European history, causing increased casualties, destruction and displacement both inside and outside Ukraine. Ukrainian civilians have been bombed and subjected to violence, and an estimated one-third of Ukrainians have been forced to flee their homes both at home and in neighbouring countries.  \nIn the first period of the crisis, as of July 2022, more than 5.6 million Ukrainian refugees were registered in Europe, including in Poland (1,207,650), Germany (867,000), Turkey (145,000) . In  \n1 This study was produced from the data of the PhD thesis.  \nCitation: Avcı, H. S., & Ari, A. (2025) . Evaluation of refugee education in Lithuania according to teachers' opinions.  \nAnatolian Journal of Education, 10(1), 139-164. [https://doi.org/10.29333/aje.2025.10111a](https://doi.org/10.29333/aje.2025.10111a)  \nLithuania, the number is around 70,000 . Around 90% of them are women and children at higher risk of violence and abuse, including trafficking, smuggling and illegal adoption. While figures continue to vary, more than 2.5 million Ukrainians have returned home since the start of the Russian occupation (European Parliament, 2022) . Nevertheless, more than these numbers are still living in different countries as refugees. Lithuania has taken the boldest steps in Europe in the Ukraine crisis. Currently, the Lithuanian government is facilitating Ukrainian refug","cbCaioHsJrOnMlvI","https://ap.wps.com/l/cbCaioHsJrOnMlvI","pdf",432297,26,"English","# Introduction\n## Lithuania and the Refugees Before Russia's Invasion of Ukraine","[{\"question\":\"What research method is used to evaluate refugee education in Lithuania?\",\"answer\":\"A qualitative case study approach is used, with semi-structured interviews conducted with 14 teachers.\"},{\"question\":\"What main challenges teachers reported for refugee education?\",\"answer\":\"Teachers reported language barriers, war-induced psychological distress, and limited access to tailored resources as key obstacles.\"},{\"question\":\"How do Lithuanian schools support refugee integration, and what is still missing?\",\"answer\":\"Teachers noted that inclusive school environments and social activities support academic and social integration, but the lack of specific programs and refugee-tailored materials hinders progress.\"}]","Evaluation of Refugee Education in Lithuania According to Teachers' Opinions - read online free | PDF",1792073749,66]