Introduction

The growing number of forcibly displaced people worldwide has raised concerns about providing essential services to ensure their integration into the socio-economic systems of host countries. Higher education (HE) has been recognized as a fundamental service that helps mitigate the impacts of displacement (Arar et al., 2021; Cin & Doğan, 2021) and supports the ongoing development of human capital among Forcibly Displaced Migrants (FDMs), enabling them to rebuild their lives in host countries, move to third countries, or return to their home countries after conflicts, equipped with necessary skills and qualifications. Although there is extensive literature on FDMs’ access to and experiences within higher education, there is a critical need for reassessment in Türkiye, where post-graduation outcomes for FDMs remain underexamined. In particular, the transition from university to employment is inadequately explored, reflecting a broader gap identified in global systematic reviews (Parkinson, 2025; Kuzhabekova & Nardon, 2023). Against this backdrop, this study aims to investigate the transition of FDMs from higher education to work and the role of HE in easing this transition, focusing on Syrian FDMs in Türkiye. Given this gap, the study explores how higher education facilitates employment among Syrian FDMs in Türkiye. 

Theoretical Framework

The instrumentalization of university education by marginalized populations introduces numerous complexities, prompting a reevaluation of existing discursive frameworks (Damelang & Kosyakova, 2021). When individuals migrate internationally, they encounter changes in language, culture, and economic systems, which can influence the transferability of their acquired human capital. As a result, international migrants may not fully utilize their education and work experience in the new country, leading to a form of adverse selection regarding skills and qualifications, unlike economic migrants (Chiswick 1978; 1979; Massey et al., 1993). HE is conceptualized as the main public services that equip FDMs with various capitals that enable them pursue the social and economic life in their desired destinations including host country, home country or a third country (Kondakci et al., 2023). Using human capital theory and the capability approach, this research examines investments in higher education and the role of inclusive institutions in expanding real freedoms. The human capital of refugee migrants, together with their individual and family resources, exerts a substantial influence, comparable to that of established community members, regardless of their migration background (Kogan & Kalter, 2020). Governments and higher education systems share a symbiotic relationship where universities contribute to societal progress through their services, while governments establish the essential legal framework within which these institutions operate. Therefore, there is an urgent need for capability-oriented policies and inclusive institutions that address forced migration, higher education, and employment transitions.

This study adopted a phenomenological design to explore the lived experiences of Syrian FDMs who completed higher education in Türkiye and subsequently entered the labor market. A total of 31 in-depth, semi-structured interviews (ranging from 34 to 149 minutes, average ~70 minutes), both online and face-to-face. The interview protocol was informed by relevant literature, expert consultations, and two pilot tests, ensuring thematic clarity and contextual appropriateness. Participants, aged between 22 and 31 (45% female; 65% holding Turkish citizenship), majority with master’s degree reported high Turkish language proficiency (87%), and were largely employed in NGOs, with 74% obtaining employment within six months of graduation, despite frequent education employment mismatches. Ethical approval was secured before conducting the study. Researcher reflexivity was prioritized, shaped by the researcher’s training in intercultural competence, engagement with thematic coursework, and continuous dialogue with an advisor specializing in FDM studies. The analysis was performed using Braun and Clarke’s Reflexive Thematic Analysis (2006; 2019; 2020), focusing on the interpretation of underlying meanings and patterns in the data set. This method involved iterative rounds of coding, allowing us to delve deeper into the data and uncover the essential elements of the participants' experiences. Limitations include the application of Global North theoretical frameworks in a Global South context, the underrepresentation of vocational graduates, and potential language barriers, which may have influenced the depth of some narratives. These considerations informed a cautious and reflective analytical approach, ensuring that the findings remain grounded in participants’ meaning-making processes while acknowledging structural and contextual constraints.

This study’s findings indicate that the transition of FDMs from higher education to employment in Türkiye unfolds as a complex, non-linear, and fragmented process, influenced by temporary protection frameworks, entrenched bureaucratic path dependencies, and exclusionary institutional dynamics (Özçürümez & Yıldırım, 2022). It is influenced by how host countries use their specific human capital and is limited by institutional and bureaucratic barriers. From a capability point of view, human capital is not only an economic resource but also a factor that helps or hinders the ability to achieve important outcomes, like meaningful jobs, personal agency, and growth. Participants’ experiences indicate that job pathways often require adaptive strategies, informal learning, and active pursuit of opportunities, showing that skills from formal education are just part of the picture. Participants’ narratives reveal that higher education enhances employability but rarely leads to meaningful professional mobility, as credential devaluation, labor market dynamics, and misalignment between formal qualifications and labor needs constrain the instrumentalization of their human capital (Güvendi & Alpaydın, 2022). From a capability perspective, these experiences underscore that education functions not only as an economic asset but as a conversion factor yet its potential to expand real freedoms remains limited by non-inclusive institutions and weak bridging social capital (Sen, 1999). This study also highlights gendered dimensions (Fincham, 2020), as women reported increased aspirations, self-confidence, and professional identity development through higher education, but these gains often failed to materialize in practice due to structural barriers and discriminatory recruitment practices (Cin & Doğan, 2021). Findings highlight a persistent capability trap where systemic barriers underutilize human capital and limit inclusion. The study thus advocates for capability-oriented policies and inclusive structures that enable FDMs to convert educational investments into valued employment.

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