Work

Resilient Learners

Year: 2026

Type: article

Abstract: Young adult Syrians who arrived in Canada with ‘disrupted education’ in recent years are in a vulnerable position as they are transitioned into an education sector designed for independent and self-directed adults. This study examines how Syrian refugee young adults’ agency and freedoms are supported in the adult education (AE) sector in Quebec. Specifically, how do they navigate the AE system to achieve their educational goals? How do they perceive the progress of their learning in the AE system? Data were collected from 10 Syrian students (18-24 years) through in-depth interviews and focus group discussions. Findings revealed that despite their strong self-motivation and drive to achieve their educational goals, these students are vulnerable due to several factors, among them, the different methods of teaching in Syria and unfamiliarity with independent teaching methods in AE in Quebec that make it difficult to navigate this new system, all whilst having to learn new languages.

Source: Canadian Journal for the Study of Adult Education

DOI: 10.56105/cjsae.v37i02.5732

Authors: Milagros Calderon-Moya, Domenique Sherab, Arianne Maraj, Ratna Ghosh

Institution: McGill University

Language: English

Topic: Education and experiences of immigrants and refugees

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: diamond

Funders: Ministère de l'Éducation, du Loisir et du Sport Québec, Fonds de Recherche du Québec-Société et Culture