2026-04-17T19:48:01Zhttps://recercat.cat/oai/requestoai:recercat.cat:2117/4463872025-11-17T15:01:42Zcom_2072_1033col_2072_452951
Further educational inclusion: strategies for integrating refugee students in Catalonia's educational system
Assaf Casals, Iman
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Pedagogia
Inclusive education
Refugees
Artificial intelligence
Alumnat refugiat
Inclusió educativa
Catalunya
Educació intercultural
Intel·ligència artificial en educació
Pedagogia sensible al trauma
Barreres lingüístiques
Aprenentatge personalitzat
Alumnat migrant
Aprenentatge adaptatiu
Refugee students
Educational inclusion
Catalonia
Intercultural education
Artificial intelligence in education
Trauma-informed pedagogy
Language barriers
Personalized learning
Migrant student
Adaptive learning
Educació inclusiva
Refugiats
Intel·ligència artificial
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.
2025-11-17T15:01:42Z
2025-11-17T15:01:42Z
2025-11-17T15:01:42Z
2025-06-17
Master thesis
http://hdl.handle.net/2117/446387
Open Access
Universitat Politècnica de Catalunya