Integrace ukrajinských uprchlíků do univerzitního života v Německu: případová studie studentů na Univerzitě Regensburg

Abstract

The bachelor's thesis examines the integration of Ukrainian refugees into the higher education environment in Germany, with a focus on the University Regensburg. Its aim is to understand how students themselves perceive the integration process and what barriers and supporting factors influence it. The research is based on semi-structured interviews, which are evaluated using qualitative content analysis. Theoretically, the thesis draws on concepts of participatory integration and mechanisms of inclusion and exclusion, and takes into account existing findings on the situation of refugees at universities in Germany. The results of the practical part show that the key barriers are strict admission requirements, administrative complexity, language proficiency, and financial strain. These factors significantly limit refugees' access to higher education. On the other hand, integration is supported by legislative measures, institutional assistance, and university support programmes. At the same time, students demonstrate a high degree of adaptability and develop individual strategies for managing both their studies and life in a new environment. The thesis highlights the complexity of the integration process and emphasises the need for further research focused on the individual experiences of refugees.

The bachelor's thesis examines the integration of Ukrainian refugees into the higher education environment in Germany, with a focus on the University Regensburg. Its aim is to understand how students themselves perceive the integration process and what barriers and supporting factors influence it. The research is based on semi-structured interviews, which are evaluated using qualitative content analysis. Theoretically, the thesis draws on concepts of participatory integration and mechanisms of inclusion and exclusion, and takes into account existing findings on the situation of refugees at universities in Germany. The results of the practical part show that the key barriers are strict admission requirements, administrative complexity, language proficiency, and financial strain. These factors significantly limit refugees' access to higher education. On the other hand, integration is supported by legislative measures, institutional assistance, and university support programmes. At the same time, students demonstrate a high degree of adaptability and develop individual strategies for managing both their studies and life in a new environment. The thesis highlights the complexity of the integration process and emphasises the need for further research focused on the individual experiences of refugees.