Determining the Challenges Faced by Syrian Refugees Students at Jordanian Camps According to Their Perspective: A Case of Universities Role to Supporting
Bibliographic record
Abstract
This study aimed to identify the most important challenges facing the Syrian refugee university students in Jordan camps, and the universities’ role in supporting them from their perspective, by providing answers to the following questions: What are the challenges that facing the Syrian refugee university students in Jordanian camps from their perspective? And what kind of support could Jordanian universities provide for the Syrian refugee university students from their perspective? This study employs a quantitative and qualitative approach and intends to explore the challenges and opportunities for Syrian refugee students in Jordan. The results show that the large number of Syrian Refugee University Students at Jordanian camps present challenges for local communities in meeting the needs of both the refugees and the host universities. Refugees face multiple challenges in Jordan:(1) Financial shortcomings; (2) legal issues including lack of documentation and restrictive host country policies; (3) Psychological and Family challenges. Findings of the study add to the understanding of the vital role of higher education in improving living conditions and giving a sense of hope for the future. The study offers policy and program recommendations to decision- and policy-makers for the national and international communities, donors and other institutions with the overall goal to improve and guide further practice and research in supporting access to higher education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".