{"id":169,"date":"2026-11-01T17:06:50","date_gmt":"2026-11-02T00:06:50","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru316\/?p=169"},"modified":"2026-11-01T17:06:50","modified_gmt":"2026-11-02T00:06:50","slug":"syrian-refugee-girls-education-in-2035","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru316\/syrian-refugee-girls-education-in-2035\/","title":{"rendered":"Syrian Refugee Girls\u2019 Education in 2035"},"content":{"rendered":"\n

Introduction<\/strong><\/p>\n\n\n\n

Imagine two meetings in Jordan in 2035, both focused on improving education for Syrian refugee girls. In one, educators, humanitarian organizations, and government representatives discuss new technologies and persistent barriers related to gender and safety. However, the voices of refugee girls are missing. In the other, the conversation changes because girls themselves are helping decide what their education should look like. Both meetings offer a glimpse into possible futures, but they raise an important question: can education truly become more equitable without the voices of those it is intended to support?<\/p>\n\n\n\n

As refugee advocate Safia Ibrahimkhel emphasized, \u201cYoung refugees and women \u2026 should have the opportunity to take part in the decision making\u201d (UNHCR, 2017, para. 16). This reflects Article 12 of the United Nations Convention on the Rights of the Child, which recognizes children’s right to have their views taken seriously (United Nations, 1989). Lundy (2007) takes this further, arguing that meaningful participation requires more than being heard; it requires the ability to influence decisions. This paper examines how education for Syrian refugee girls in Jordan might evolve by 2035, including greater access and inclusion. It also considers what changes are needed for girls to play a more active role in planning their education.<\/p>\n\n\n\n

Barriers to Education<\/strong><\/p>\n\n\n\n

Many Syrian refugee girls in Jordan have grown up with the uncertainty of displacement. Gender expectations can affect how girls spend their time, the responsibilities they take on, and the choices available to them. Krafft et al. (2024) found that \u201cSyrian adolescent girls are particularly restricted in their mobility\u201d (p. 1964). Hattar-Pollara (2019) also explores barriers related to safety, gender expectations, and the value placed on girls’ education. Expanding educational opportunities does not necessarily remove the barriers that prevent girls from pursuing them.<\/p>\n\n\n\n

Access to education can become more limited as Syrian refugee girls grow older. Research by Presler-Marshall et al. (2017) reported that only 29% of Syrian refugee girls aged 15\u201317 were enrolled in school, compared with 72% of girls aged 9\u201314. Child marriage is another concern. UNHCR (2024) found that 12% of 17-year-old Syrian refugee girls surveyed in Jordan’s host communities were already married. Research by Sajdi et al. (2021) also highlights how early marriage and concerns about harassment can affect girls’ education. The researchers found that married and divorced girls in Azraq refugee camp regretted leaving school, even though the decision had not been theirs (Sajdi et al., 2021). These experiences raise questions about how much say girls have in decisions about their education and futures.<\/p>\n\n\n\n

Future One: Access Without Influence<\/strong><\/p>\n\n\n\n

In one possible future, education for Syrian refugee girls in Jordan looks quite different by 2035. More girls can continue learning including through digital programs. UNICEF’s Learning Passport already provides digital learning resources for children affected by emergencies and displacement (UNICEF, 2026). This program could offer a model for expanding flexible education in Jordan. War Child’s Can’t Wait to Learn program expanded into Jordanian public schools in 2025 and may have reached even more learners by 2035 (War Child UK, 2025). These developments could make it easier for girls to continue learning despite barriers related to safety, transportation, and family responsibilities. These changes would matter. Girls may even be invited to share their experiences and suggest improvements. But being asked is not the same as having a say. Barnes et al. (2024) question approaches to educational technology that involve refugees without giving them meaningful decision-making power. Girls’ recommendations may still carry little weight when educational priorities are set. Authority could remain largely in the hands of adults and institutions.<\/p>\n\n\n\n

Future Two: Girls Have a Say<\/strong><\/p>\n\n\n\n

In another possible future, education for Syrian refugee girls in Jordan looks quite different by 2035. Girls have a more substantial role in their education, with support from families and communities. Community-based programs could offer flexible learning, with mentors and local leaders playing an active role. There are already promising examples. TIGER Girls in Za’atari refugee camp combined technology with collaborative learning (Phimister, 2016). WISE Girls was developed with girls themselves, using storytelling and peer-led activities (IDEO, n.d.). These initiatives could inspire programs where girls identify barriers and decide how to address them. But the wider community would also need to be involved. Krafft et al. (2024) highlight how family and community gender norms relate to girls’ education and household responsibilities. Parents and local leaders could work with girls to challenge restrictive gender expectations. Efforts to shift these expectations have already begun. In Za’atari camp, refugee women are already working with UNHCR to challenge child marriage within their communities (UNHCR, 2023). By 2035, the hope is that girls would have greater access to education. They would also have more influence over the decisions affecting their lives.<\/p>\n\n\n\n

When Girls’ Voices Lead to Change<\/strong><\/p>\n\n\n\n

The difference between these two futures is whether girls help determine their education. Girls understand challenges that program designers may not recognize. Wessells (2021) highlights how humanitarian approaches led by outside experts can overlook the knowledge and abilities of displaced children. Simply inviting girls to share their experiences is not the same as having influence. Hart (1992) warns that participation can become tokenistic when children have little control over what happens next. Barnes et al. (2024) raise similar concerns about refugee involvement in educational technology. The real measure of participation is what happens after girls share their ideas. Lundy (2018) emphasizes the importance of providing children with feedback about how their contributions have been considered. Organizations could measure participation by whether girls\u2019 recommendations lead to change, rather than how many are consulted. A participatory design project in Jordan and Lebanon offers an example of how refugees’ perspectives can influence educational programs (Abu-Amsha et al., 2019). Making this possible would require changes in how educational programs are planned and evaluated.<\/p>\n\n\n\n

Moving Toward 2035<\/strong><\/p>\n\n\n\n

The second future could build on Jordan’s existing programs while encouraging girls to take the lead. UNICEF’s Hajati and Makani initiatives offer a foundation, with research highlighting the importance of trusted relationships and social support for Syrian adolescents (Abu Hamad et al., 2025). There are also examples of young refugees contributing directly to change. In East Amman, Save the Children supported 147 Syrian and Jordanian youth who researched school counselling needs and developed an advocacy plan (D\u2019Sa & Abu Sitteh, 2017). In addition, UNICEF supported participatory action research involving young people across Jordan, Lebanon, and Syria, where participants investigated community concerns and developed responses (UNICEF, 2019). Research by Magee and Pherali (2019) further suggests that participatory approaches can help engage out-of-school refugee youth in Jordan. These examples offer a foundation for future involvement. By 2035, local educators and community organizations could build on these efforts. Girls could identify education challenges and propose solutions. With sustained support, their involvement could become a regular part of education planning.<\/p>\n\n\n\n

Conclusion<\/strong><\/p>\n\n\n\n

The future of education for Syrian refugee girls in Jordan will depend on decisions made today. Existing programs offer a starting point. But a better future also means giving girls a say in what comes next, recognizing that their hopes and aspirations extend beyond the challenges of displacement. Returning to the two meetings imagined in 2035, perhaps the most meaningful change will be seeing girls included in the conversation about their education and future opportunities. More importantly, they would have a real say in matters impacting their lives and the communities around them.<\/p>\n\n\n\n

AI Transparency Statement and Reflection:<\/strong> I used ChatGPT to support brainstorming, research, and editing. I reviewed its suggestions, checked references, and decided what to include based on my own understanding of the topic. My goal was to use AI as a support tool while maintaining ownership of my work.<\/p>\n\n\n\n

ChatGPT helped me move through the writing process when I felt stuck. However, it sometimes provided more information than I needed or repeated similar ideas. I learned that asking specific questions and critically reviewing its responses produced better results.<\/p>\n\n\n\n

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