Education is often treated as a secondary consequence of conflict, yet disrupted schooling can shape future opportunities, deepen inequality, and slow long-term recovery. Across Lebanon and Syria, years of instability have interrupted learning for millions of children and placed increasing pressure on already fragile education systems. In Lebanon, overlapping economic, political, and humanitarian crises have widened educational inequalities, increased dropout rates, limited access to remote learning, and affected students’ wellbeing. The experiences of Syrian refugees further highlight the challenges of displacement, interrupted education, and returning to school systems in changing and uncertain conditions. Drawing on interviews and humanitarian perspectives, the discussion offers insight into how education continues to adapt during conflict and recovery.
Middle Eastern academics in Poland—researchers, lecturers, and language teachers—form a small but under-recognised part of academic mobility, alongside a larger group of international students. Public debate usually focuses on “internationalisation,” leaving this group largely invisible as a distinct diaspora.Existing knowledge is fragmented, with little understanding of career paths, working conditions, or overall presence in Polish academia. Based on historical analysis, literature review, quantitative data, and research from spring 2026, the findings show a dispersed community with weak self-organisation and limited institutional support or data.Greater attention to foreign academic staff is needed to better reflect their role and improve higher education policy and research.
