Die Bedeutung von Lebenskompetenzen für die Integrationsprozesse von syrischen Migrant*innen

Eine Analyse aus der Perspektive der Kursleiter*innen, Lehrbücher und Teilnehmer*innen im Integrationskurs

authored by

Hala Abdulhafiz

supervised by

Steffi Robak

Abstract

Since 2011, the number of Syrian refugees in Germany has significantly increased due to the civil war and political persecution, leading to considerable psychosocial burdens. Integration courses play a central role in supporting language acquisition for migrants. However, learning the language becomes particularly difficult when psychosocial burdens are present. The aim of the study is to analyze the significance of life skills, as defined by the World
Health Organization (WHO), for the integration process of Syrian migrants in Germany and to further develop the curricula and materials of integration courses with regard to the teaching of life skills. Through the method of cross-perspective approach, three perspectives of the involved actors in the integration course were qualitatively examined. Qualitative expert inter-
views with course instructors were conducted. Subsequently, an analysis of the text-books used in the integration courses was carried out. Additionally, oral interviews were held with former Syrian participants. The results of the study show that communication skills are a central life skill for the integration of migrants. Other important competencies include problem-solving abilities, decision-making, stress management, critical thinking, and self-awareness. While the textbooks place strong emphasis on communication and problem-solving skills, there is a lack of opportunities to address the management of emotions and stress. The survey of participants revealed that many migrants already possess some of these skills; however, there is still a need for improved communication skills, self-awareness, and more effective management of emotions and stress. The cross-perspective approach shows that many migrants, despite the importance of communication skills, struggle to apply them in everyday life. The study identifies six key criteria for successful integration and places a particular focus on empowering women. In conclusion, the study suggests expanding the existing integration courses and programs to include measures for promoting life skills. Furthermore, future research
should examine the practical implementation of these findings as well as the significance of digital offerings in integration courses.

Organisation(s)

Institute of Vocational Education and Adult Education

Type

Doctoral thesis

No. of pages

313

Publication date

05.05.2025

Publication status

Published

Sustainable Development Goals

SDG 16 - Peace, Justice and Strong Institutions

Electronic version(s)

https://doi.org/10.15488/19012 (Access: Open)