War took my home, but not my future: adaptation of war-affected Ukrainian students in Australia and Germany

This study investigates the educational support systems and integration strategies of war-affected Ukrainian university students in Australia and Germany, focusing on the adaptive strategies these forced young migrants employ during their transition. Using a mixed-methods approach that combines qualitative interviews and secondary data analysis, the research reveals the challenges these students encounter, including language barriers, social isolation, financial limitations, and the psychological impacts of war-related displacement. The findings highlight the role of universities in facilitating access to education, enhancing socio-cultural integration, and fostering academic success in such adaptation. A comparative analysis reveals that Australia prioritizes community engagement and civil society organizations involvement, while Germany focuses on structured institutional support and policy-driven initiatives. This research emphasizes the necessity for tailored, comprehensive support systems that address the unique needs of young migrant students, contributing to ongoing discussions on youth forced migration, refugee education, and inclusive policy development. Insights from this study aim to inform strategies for improving educational outcomes and promoting social inclusion for displaced youth within higher education settings.