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Conducted with thirty participants through semi-structured interviews, the research identifies multiple home-life and learning-environment challenges. Difficulties securing basic needs and limited internet access and devices, compounded by language barriers, disrupted education. Listening to refugee children’s voices informs policymakers and educators in designing more effective, accessible, and inclusive distance-learning environments.",{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-refugee-childrens-experiences-through-the-resettlement-model/578560/",{"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/examining-refugee-childrens-experiences-through-the-resettlement-model/578560.png","ImageObject",300,407,{"name":92,"@type":93},"Hazel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To explore refugee children’s experiences of online education during the COVID-19 pandemic through the resettlement model.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"A phenomenological design with thirty Syrian refugee children and semi-structured interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges did the participants face during online education?",{"text":121,"@type":113},"They struggled with home-life difficulties, limited access to internet and electronic devices, unmet basic needs, and language barriers.","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},578560,1792295696,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"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},137441390410,"https://ap-avatar.wpscdn.com/avatar/2000252f4ab5702993?_k=1776741390130283984","Volume 17, Number 1, April 2025 pp 80-94  \n[www.um.edu.mt/ijee](www.um.edu.mt/ijee)  \nExamining Refugee Children's Experiences through the Resettlement Model  \n1  \nNaime Elcan Kaynak and Yeliz Abbak  \nErciyes University, Kayseri, Turkey  \nThe purpose of this study is to explore refugee children's experiences of online education during the COVID pandemic. A phenomenological study was conducted with thirty Syrian refugee children. Semi-structured interviews were held to get an in-depth understanding of the participants’ experiences of online education during the pandemic. Findings reveal that during online education, the participants had to deal with multiple challenges in their home lives and their educational environment. As they struggled to access basic needs such as food, clean water, and warm houses, the lack of internet connection and electronic devices, along with the language barriers, further disrupted their education. Listening to the voices of refugee children and exploring their unique experiences during online education provided insights for policymakers and educators in creating a more effective and inclusive learning environment for refugee children.  \nKeywords: online education, refugee children, resettlement, Syria, language barrier  \nFirst submission 29th July 2024; Accepted for publication 20th January 2025.  \nIntroduction  \nTürkiye shares a border with Syria, where civil war, violence, and conflict have prevailed since 2010. To date, more than 500.000 civilians have lost their lives, and approximately 13 million people, over half of Syria’s pre-war population, have been forcibly displaced either internally or externally (USIP, 2020) . Türkiye currently hosts around 3.6 million registered Syrian refugees along with 320,000 refugees from other nationalities, mainly from Afghanistan, Pakistan, and Iraq (UNHCR, 2020) . According to the Refugees  \n1  \nCorresponding author. Email [address:](address: naimekaynak@erciyes.edu.tr)[ ](address: naimekaynak@erciyes.edu.tr)[naimekaynak@erciyes.edu.tr](address: naimekaynak@erciyes.edu.tr)  \n[https://doi.org/10.56300/SBNV4996](https://doi.org/10.56300/SBNV4996)  \nISSN 2073 7629  \n© 2025 CRES Volume 17, Number 1, April 2025 pp 80  \nAssociation’s report there were 3,701,584 Syrians living in Türkiye, of whom approximately 1,082,172 were school-age children (General Directorate of Lifelong Learning, 2020) .  \nThis study sought to explore the perspectives of Syrian refugee children on distance education, focusing on how online education impacted their personal lives and education. Studies focusing on the lives of refugee children and their educational experiences as seen through the eyes of the children or those in their immediate surroundings, are limited (Karslı Çalamak & Erdemir, 2019) . Furthermore, studies investigating the effects of the pandemic on Syrian refugee children are rare (Ahmed, 2022) . Despite the large number of refugee students in Türkiye, there is very little research on the educational challenges faced by them, particularly from the children’s own perspectives (Kardeş & Akman, 2022) .  \nBackground  \nSyrian refugee children receive formal education in Turkish public schools along with Turkish students. During the coronavirus pandemic, face-to-face education switched to emergency remote education sustained through the Education Content Network (EBA) platform ([https://www.eba.gov.tr/](https://www.eba.gov.tr/)). However, although distance education was preferred as a practical solution to the crisis, this situation also increased the concerns about access to distance education (Gençoğlu & Çiftçi, 2020) and the inequality of opportunity in education (UNESCO, 2021). Research shows that pandemics have more dramatic effects on migrants and refugees than on other populations, deepening existing inequalities and increasing the suffering faced by these communities (Kristal & Yaish, 2020. The pandemic’s disruption of refugee children’s education, already interrupted ","cbCaidjQNcJdvkXE","https://ap.wps.com/l/cbCaidjQNcJdvkXE","pdf",398801,15,"English","# Introduction\n# Background\n# Conceptual Framework","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To explore refugee children’s experiences of online education during the COVID-19 pandemic through the resettlement model.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"A phenomenological design with thirty Syrian refugee children and semi-structured interviews.\"},{\"question\":\"What challenges did the participants face during online education?\",\"answer\":\"They struggled with home-life difficulties, limited access to internet and electronic devices, unmet basic needs, and language barriers.\"}]","Examining Refugee Children's Experiences through the Resettlement Model | PDF",1792033981,38]