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

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.