Educational and Pedagogical Challenges Facing Returning Children to the Homeland: An Analytical Study in Light of the Requirements of School Adaptation and Educational Integration

Abstract

This study aims to identify the educational and pedagogical challenges facing returning children through an analytical study examining the requirements of school adaptation and educational integration. To achieve this objective, the researcher adopted the descriptive-analytical method, distributing a structured questionnaire to a purposive sample of (20) parents (10 fathers and 10 mothers), (10) school teachers, and (30) returning students, bringing the total sample size to (60) participants during the 2025 academic year. The questionnaire axes focused on linguistic and educational difficulties, curriculum and teaching method discrepancies, and socio-behavioral adaptation. Data were analyzed using frequencies, percentages, arithmetic means, standard deviations, and the SPSS statistical software. The findings revealed that returning children suffer from difficulties in understanding the language of instruction, weaknesses in reading and writing skills, homework completion challenges, and knowledge gaps in core subjects. Furthermore, they face obstacles due to curriculum differences compared to previous host countries, distinct local teaching methods, difficulties in forming peer friendships, a lack of adequate school support, and teachers' insufficient specialized training in managing cultural diversity. The study recommends implementing intensive language programs to strengthen Arabic language proficiency, training educators in culturally responsive pedagogies, and encouraging large-scale national studies to monitor the academic and social progress of this demographic.