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Barriers to Promoting Structural and Relational Integration Among Students with Refugee Backgrounds in the South Korean Education System
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DOI：10.3390/socsci14100582.png)
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Abstract
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This study examines refugee integration in South Korea's emerging asylum context by analyzing how education policies and practices shape inclusion, drawing on interviews with 23 key informants from government and civil society. Despite legal frameworks guaranteeing access, findings reveal how institutional, sociocultural, and political factors create significant policy-practice gaps, hindering both structural integration (enrollment, curriculum, language of instruction, certification) and relational integration (sense of belonging) in schools. Barriers include bureaucratic obstacles, language barriers, discrimination, and limited post-secondary pathways. While civil society actors create opportunities, broader systemic changes are needed to promote the meaningful inclusion of students with refugee backgrounds in South Korean society.
Keywords:
refugee integration
policy implementation
social inclusion
institutional barriers
South Korea
refugee education
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