Analysing the Inclusion of Students Affected by Armed Conflict: A Comparative Study of a Public and a Private University in Colombia

Most research on conflict-affected learners tends to focus on asylum seekers and refugees in the Global North, often overlooking those studying in countries still experiencing conflict, such as Colombia. This thesis explores how students affected by the armed conflict (SAAC1) are being supported by a public and a private higher education institution (HEI) located in Colombia’s Caribbean region. Adopting a comparative case study design, the research used a mixed-methods approach. Questionnaires (n.54) and semi-structured interviews (SSIs) were conducted with SAAC (n.20) alongside SSIs undertaken with university staff (n.10) responsible for their inclusion. While quantitative data were analysed using the Jisc Online Survey software, the qualitative data were examined thematically in NVivo, informed by the theories of inclusion and intersectionality, as well as by the asset-based approach. The findings reveal that although both universities had formal mechanisms in place to support SAAC, several barriers limited how effective they were. These challenges were shaped by the diverse backgrounds of the SAAC population, which included first, second, and third-generation forcibly displaced students, former combatants, and exiled learners. . While most SAAC were second or third generation, who had inherited their forcibly displaced status from parents or grandparents, some first-generation students were living with the direct economic and psychological impacts of the conflict. Although the private university included students’ background information in their profiles, which allowed staff to offer more personalised support, the public university did not collect such data, making it harder to address individual needs. The latter university also faced additional hurdles, such as limited funding, persistent stigma, and faculty resistance to teach ex-combatants, partly due to the university’s own history with armed groups infiltration. Another key issue was the confidentiality surrounding SAAC identities at both institutions. This often meant that teaching staff were unaware of who these students were, which limited the implementation of inclusive classroom practices. Despite the aforementioned issues, many SAAC reported feeling welcomed and supported by their classmates, suggesting that both universities have managed to foster inclusive cultures. Finally, the study shows how much SAAC value higher education (HE) not just as a path to personal and academic growth, but as a way to heal, reflect, and work towards peaceful coexistence. The findings highlight the importance of building systems of support that acknowledge not only SAAC’s intersectional identities but also the generation in which the armed conflict was experienced and how it impacted them.