Comparison of Turkey and other countries in the context of multicultural education

This study aims to offer recommendations for Turkey's education policies by comparing the management and educational practices of developed countries regarding multiculturalism and refugee issues. It is known that refugee/asylum-seeking students face several significant challenges in daily life and at school. Generally, these challenges stem from language and communication problems, integration problems, cultural differences, discipline and rule-abiding problems, family indifference, problems stemming from the education system and policies, economic problems, and psychological distress. In this context, a comparative case study design was used to examine the integration policies of countries. Data collected from the relevant literature was analyzed using content analysis. The research sample was limited to nine OECD countries (Turkey, Canada, the USA, the UK, France, Germany, Sweden, Spain, and Australia). The research findings revealed that the programs implemented by these countries varied. While other countries adopted a more rigorous and systematic approach to language teaching, Turkey lacked such an approach. Regarding the second sub-problem, vocational training, Germany was observed to direct refugee students to vocational schools, thereby contributing to a quality workforce. Regarding the third sub-problem, psychosocial support for refugee students, psychosocial support is systematically implemented in Sweden, Germany, Canada, the UK, and Australia. Regarding the fourth sub-problem, family education, comprehensive and sustainable training programs are implemented for refugee families in the US, Canada, and the UK. The fifth sub-problem, preschool education for refugee children, is prominent in Canada, Sweden, and Australia. Canada, in particular, includes content designed to strengthen the language, cognitive, motor, and social development of refugee children in preschool. Regarding the sixth sub-problem, teacher training for refugee students, most of the selected countries offer multicultural education, comparative education, or intercultural education courses in their education faculties. There are also countries that offer trauma-informed training programs. Regarding the seventh sub-problem, orientation programs for refugee students, the US, Canada, Spain, and Turkey have an orientation program. Germany, Sweden, and France implement orientation programs in preparatory/orientation classes. Regarding the eighth sub-problem, compensatory education programs for refugee students, the US, Canada, Australia, and Turkey have compensatory education programs. Germany, Sweden, and France implement compensatory education programs in preparatory/orientation classes. All countries compared in the study, except Turkey, appear to have made problem-solving decisions in their education policies in line with their own national interests. In light of this research, various recommendations have been presented to address the adaptation and learning challenges faced by refugee/asylum-seeking students in the Turkish education system.