DOI: 10.36347/sjahss.2022.v10i04.001

Pages: 110-118

In today's world, education is going through a period of unprecedented change that requires immediate and systematic attention. The influx of refugees in recent years and the invasion of our country by the pandemic of COVID 19 identify and shape modern society, which is composed of groups with differentiated or diverse cultural elements. The structures of the educational system of our country (ministry - regions - directorates - school units) are reorganized because they are obliged to invent pedagogical actions and measures - coeducation of students-refugees in schools and beyond. The insurmountable need for intercultural education in schools emerges as an imperative, not as assimilation into the lifestyle of the dominant group, but as a continuous process of interaction. This article summarizes the above issues such as the concept of refugee and refugee children, intercultural education and education of refugee students in crisis, actions at the level of Cypriot Ministry education, actions and interactions at the level of schools and other learning environments of refugee children. In order to explore the above, we conducted a qualitative research involving graduate students and teachers from Cyprus. Through the findings of the research, we concluded that the problems faced by students with migration biographies are different. For this very reason, the participants of the survey expressed their views on possible ways to deal with the issue.