Abstract

This study aims to answer the following research question: Do the Czech government’s educational policies meet the educational needs of beneficiaries of international protection? For this purpose, the theoretical part discusses the educational integration crisis of BIPs and various educational integration strategies. The research thoroughly examines existing integration models and selects a holistic integration model as a framework for the study. Based on this model, the research highlights the educational needs, policy goals, measures, design and implementation. Data is collected through qualitative research methods, including semi-structured interviews and English-language policy documents. Content analysis and grounded theory are used for data analysis. Based on the holistic integration model, the research highlights the primary educational needs of BIPs for higher education integration, including language, mental health and community support. Further analysis highlights the policies of the state, NGOs, and higher education institutions. The findings reveal that these policies are highly fragmented, inconsistent, rigid and bureaucratic. There is only one policy (the state integration program) explicitly focusing on BIPs, but it is highly centralised and lacks adequate funding and cooperation with other authorities to meet BIPs’ educational needs. While NGOs demonstrate willingness to address these needs, they operate within a structural dependency on the state, which limits their autonomy and resources. Although higher education institutions officially have autonomy, they play a passive role, lacking specific measures or goals to address the educational needs of BIPs. They often perceive BIPs’ educational integration and meeting their educational needs as a legal formality rather than an institutional responsibility. The study concludes by providing several key policy implications to meet the BIPs’ educational needs and support their educational integration. …víceméně