This research explores the educational pathways and identity narrations of Syrian refugee students in Turkish higher education, focusing on their adaptation and resilience in an English-medium instruction (EMI) university setting. The study is guided by the following research questions:

1. How do Syrian refugee students navigate their educational experiences from their initial learning stages in Turkey to their integration into higher education, particularly within an EMI environment?
2. What are the perceived effects of the COVID-19 pandemic and online education on their academic trajectories and social adaptation?
3. How do these students narrate their learner identities in the context of forced migration, linguistic adaptation, and higher education challenges?
4. What coping strategies do they employ to overcome educational and socio-cultural barriers?

The theoretical framework draws from poststructuralist perspectives on identity (Norton, 2013; Butler, 1990), which view identity as fluid, context-dependent, and negotiated through language and social interactions. Additionally, intersectionality theory (Crenshaw, 1991) is employed to examine how multiple social categories—including socio-economic status, ethnicity, language, and gender—intersect to shape educational experiences. The study also applies Bourdieu’s (1991) concepts of cultural and linguistic capital to understand how refugee students navigate the power structures of higher education.

The European and international relevance of this study lies in its contribution to the broader discourse on refugee education and social justice in intercultural education settings. As refugee movements increasingly impact Europe, understanding how displaced students integrate into higher education institutions provides valuable insights for policy development and institutional support structures across the European Higher Education Area.

This study adopts an ethnographic case study approach to investigate the educational journeys and identity construction of five Syrian refugee students at a state university in central Turkey. Data collection was conducted over an extended period through: • Semi-structured individual interviews to capture personal narratives, educational experiences, and adaptation strategies. • Focus group discussions to explore shared experiences and collective identity formation. • Journals to understand students’ perspectives on learning and adaptation over time. • Artefacts collected from refugee students. A reflexive thematic analysis (Braun & Clarke, 2006; Braun & Clarke 2021) was applied to qualitative data to identify recurring themes related to educational barriers, resilience strategies, and identity negotiations. Ethical considerations were paramount, ensuring confidentiality, informed consent, and sensitivity to the vulnerabilities of refugee students.

The findings reveal that war experiences, forced migration, and socio-political uncertainties significantly shape refugee students' educational trajectories. Along with refuge and various affordances in the host country, participants encountered barriers such as language challenges, bureaucratic complexities, and financial constraints. However, they demonstrated resilience by leveraging social networks, developing multilingual competencies, and adopting strategic learning approaches. The study highlights the impact of the COVID-19 pandemic, which exacerbated digital inequalities and social isolation but also facilitated new forms of agency through online learning. The EMI setting presented both opportunities (e.g., global academic mobility) and challenges (e.g., linguistic barriers), influencing identity construction and learner investment. Overall, this research underscores the need for inclusive policies in higher education that recognize refugee students’ agency, linguistic diversity, and the intersectional nature of their experiences. The study contributes to ongoing discussions on widening participation and fostering social justice in education at both national and international levels.

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