Abstract

This study examines the integration process of refugee students into music education in Türkiye through the views of music teachers working in different samples. Based on a qualitative research paradigm, a holistic multiple case design was used, and a focus group interview was preferred as the data collection method. The participants consisted of 16 music teachers selected from provinces where refugees live intensively and at different educational levels. Prior to the research, a pilot interview was conducted with 32 music teachers, and focus group questions were prepared in line with the findings obtained. The findings show that teachers in the UNICEF Al Farah Project reported high attendance and class participation of students thanks to support such as transport and provision of instruments, while teachers in Istanbul and Anatolia reported negative themes due to factors such as language barrier, economic reasons and family indifference. Absenteeism rates are higher in secondary schools than in high schools, with male students being more likely to be absent for economic reasons. Regarding the orientation process, all participants except the UNICEF Al Farah group emphasised the need for language and cultural adaptation training. It was stated that the language barrier is more pronounced in theoretical courses and less problematic in practical courses, and that music lessons contribute to language development. With respect to national awareness, students in the UNICEF group showed interest in anthems and national days, while family pressure, lack of emotional bonding and indifference were at the forefront in other groups. The mutual attitudes of Turkish and refugee students are generally negative, and peer bullying is the most common problem. Although music lessons generally have a neutral effect on this issue, they can play a unifying role in some cases. The research suggests that for the effective participation of refugee students in the education process, comprehensive orientation programmes, language support, inclusive education skills for teachers, and the use of applied courses such as music as a tool for integration should be implemented. It is concluded that holistic policies to be developed in this direction will strengthen both the academic success of refugee students and social cohesion.

Keywords: Refugees, Refugee music education, Refugees in Türkiye, Music education

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Copyright and license

Copyright © 2026 The Author(s). This is an open access article distributed under the Creative Commons Attribution License (CC BY), which permits unrestricted use, distribution, and reproduction in any medium or format, provided the original work is properly cited.

How to cite

Kayaarslan, B., Üçer, Ö., Tonyalı, E., & Sonsel, Ö. B. (2026). An overview of music education of refugees in Türkiye: focus group study. Education and Science, 1-19. https://doi.org/10.15390/ES.2025.2888