Research on refugees’ pathways to higher education since 2010: A systematic review

Abstract The scholarship discussing educational responses for refugees and other displaced persons focuses mainly on compulsory education, whereas research about displaced persons’ interrupted pathways to higher education is limited. This article presents a systematic review of recent international evidence on pathways to higher education for refugees and other displaced populations published in peer‐refereed journals between 2010 and 2020. The review aimed to answer the following three questions: (1) What are the main government reception policies that have enabled refugees to access higher education? (2) Which barriers hinder refugees’ access pathways to higher education institutions? (3) What are the main challenges facing refugee students in higher education institutions in different countries? The bulk of the article presents evidence from 44 studies organised around the following three identified central main topical areas (a) reception policies, both national and institutional, (b) access pathways to higher education, and (c) refugee students’ challenges. The paper concludes with theoretical and methodological conclusions concerning current research features and recommendations for the opening of access pathways to widen refugees’ inclusion in higher education, providing outlines for future research, policy and interventions that can better address refugees’ needs. Context and implication Rationale for the study In the last decade, political crises and civil and international wars have forced an unprecedented number of persons to flee from their homelands in fear for their lives and livelihoods in search for sanctuary and a better life (Arar, Kondakci, Arar, Kondakci, Kasikci, et al., 2020; Baker et al., 2019; Banks, 2017; Sullivan & Simonson, 2016). Today, more than 79.5 million people are classified as displaced persons throughout the world (UNHCR, 2020a, 2020b). The scholarship discussing educational responses for refugees and other displaced persons focuses mainly on compulsory education, whereas research about displaced persons’ interrupted pathways to higher education is limited. Therefore, this article presents a systematic review of recent international evidence on pathways to higher education for refugees and other displaced populations. Why the new findings matter? This study fills the gap in knowledge by emphasising the exploration of the challenges involved in examining policies and intervention programmes for refugees' pathways into higher education institutions, and suggesting possible theoretical and empirical lenses that can broaden and deepen the research in this field. Therefore, this article will be an important tool for policy makers, while at the same time opening the horizons for researchers, for new fields of research, in the field of broader immigration policy. Implications for educational researchers and policy makers The findings provide insights to scholars, policy makers and decision makers, who are interested in conducting systematic reviews. These include: Through the systematic review of the current scholarship, the points that need special attention both in terms of policy and practice for the effective implementation of the refugee support policies for widening access to higher education are fully explored. Reception policies for refugees and displaced both in the national and institutional levels are identified and can form the basis for policy making to expand access and success in higher education for refugees. Theoretical and methodological conclusions concerning current research features and outlines for future research agenda and interventions programmes that can better address refugees’ needs are fully discussed.