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

Yıl 2026, Cilt: 19 Sayı: 1, 25 - 49, 13.01.2026

Aysun Doğutaş

https://doi.org/10.30831/akukeg.1738522

Öz

This study examines the evolution of educational policies for immigrant and refugee students in
Turkey between 2010 and 2025 through a qualitative document analysis of Ministry of National Education (MoNE) policy texts. The analysis reveals significant progress in guaranteeing access to education, especially following the influx of Syrian refugees, but also highlights persistent challenges related to policy implementation, assimilationist tendencies, and the temporality framing of refugee education. While access is broadly secured, deeper aspects of inclusive education—such as cultural recognition, multilingual support, and systemic equity—remain underdeveloped. The study situates these findings within critical policy analysis, integration theory, and inclusive education frameworks, emphasizing the gap between discursive commitments and operational realities. The paper concludes by recommending a shift toward long-term, rights-based inclusion strategies, stronger monitoring mechanisms, enhanced teacher training, and greater community engagement to foster equitable educational opportunities for refugee students in Turkey.

Anahtar Kelimeler

refugee education , immigration policy , Turkey , inclusive education , multicultural education

Türkiye’de Göçmen ve Mülteci Öğrenciler İçin Uygulanan Eğitim Politikalarının Evrimi: 2010–2025 Yılları Arasında Politika Belgelerinin Nitel Analizi

Öz

Bu çalışma, Türkiye’de 2010-2025 yılları arasında göçmen ve mülteci öğrencilere yönelik eğitim politikalarının gelişimini, Millî Eğitim Bakanlığı’nın politika belgeleri üzerine yapılan nitel belge analizine dayanarak incelemektedir. Analiz, özellikle Suriye krizinin ardından eğitim erişiminin sağlanmasında önemli ilerlemeler olduğunu ortaya koymakla birlikte, politika uygulaması, asimilasyon eğilimleri ve geçicilik vurgusuyla ilgili devam eden zorlukları da göstermektedir. Eğitim erişimi büyük ölçüde güvence altına alınmış olsa da, kültürel tanınma, çokdillilik desteği ve sistematik eşitlik gibi kapsayıcı eğitimin temel bileşenleri yeterince gelişmemiştir. Bulgular, eleştirel politika analizi, entegrasyon kuramı ve kapsayıcı eğitim yaklaşımları çerçevesinde değerlendirilmiş; söylemsel taahhütler ile uygulama arasındaki boşluk vurgulanmıştır. Çalışma, uzun vadeli, hak temelli kapsayıcı stratejilerin benimsenmesi, izleme mekanizmalarının güçlendirilmesi, öğretmen eğitimlerinin artırılması ve toplumsal katılımın desteklenmesi yönünde önerilerle son bulmaktadır.

Anahtar Kelimeler

mülteci eğitimi , göç politikaları , Türkiye , kapsayıcı eğitim , çokkültürlü eğitim

Kaynakça

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