Navigating Education: Syrian Refugees’ Struggles and Aspirations for Change in Jordan

The issue of educational access in prolonged displacement contexts has sparked considerable discussion, with numerous studies underscoring the importance of educational opportunities for refugees. This research, grounded in structuration theory, investigates the obstacles and enabling factors that affect Syrian refugees’ access to education in Jordan. Recognizing the dynamic interplay between individual agency and institutional structures, this paper argues that a comprehensive socio-political framework is essential for addressing educational inequities in prolonged displacement settings. Employing a qualitative methodology that engages parents and caregivers of school-aged children and adolescents, educators, school administrators, and practitioners involved in both formal and informal educational settings, this paper seeks to illuminate the challenges faced by Syrian refugees in securing educational opportunities within the Jordanian landscape. It does this by identifying the primary barriers to educational access; analyzing the perspectives of parents and caregivers experiencing prolonged displacement; and exploring potential strategies to assist refugees in obtaining quality education. The results reveal that several policy and social strategies aimed at ensuring high-quality educational experiences for Syrian children and youth can be taken, and that a holistic approach to education can improve access to learning and enhance educational opportunities for refugees.