Further educational inclusion: strategies for integrating refugee students in Catalonia's educational system

Abstract

This thesis explores strategies for enhancing the educational inclusion of refugee students in Catalonia. Drawing from academic literature, institutional reports, and field experience, it identifies key challenges such as language barriers, cultural dislocation, and psychological trauma-issues that often exceed the support capacity of the current educational system. The research proposes a pilot program titled AIRMS (Adaptive Integration for Refugee/Migrant Students), which integrates flexible reception timelines, culturally responsive pedagogy, trauma-informed support, and the ethical use of artificial intelligence (AI) to personalize learning and monitor student well-being. AI tools are positioned not as replacements for educators, but as supportive technologies that can offer data-informed insights and reduce institutional delays. The thesis further emphasizes the importance of mutual adaptation, calling for host students and educators to engage actively in intercultural learning. It concludes that effective refugee inclusion requires a systemic shift toward personalized, empathetic, and technologically supported education that values the unique backgrounds of all learners.