SHADOWS OF EDUCATION: THE STRUGGLES OF MIGRANT YOUTH IN LIBYA

Received: 18th June 2026, Revised: 26th June 2026, 29th June 2026, Accepted: 7th July 2026, Date of Publication: 17th July 2026

Abstract

This paper explores the educational struggles of migrant youth in Libya and argues that education should be treated as a central component of protection, social inclusion, and national stability. Libya’s position as a destination and transit country has placed migrant children and young people within complex social, legal, and humanitarian conditions. Many experience interrupted schooling, poverty, linguistic barriers, insecurity, discrimination, limited documentation, and weak access to learner support. These challenges are intensified by political fragmentation, uneven municipal capacity, and pressure on public schools and social services. Drawing on social inclusion theory, human capital theory, the capability approach, and educational equity frameworks, the paper develops a critical conceptual analysis of migrant youth education in Libya. The study uses a qualitative literature-based design, synthesising recent data from IOM and UNHCR, international policy reports, and refugee education scholarship. It identifies five key areas of struggle: access to schooling, continuity of learning, language and curriculum inclusion, psychosocial wellbeing, and transition to future livelihoods. The paper proposes a Migrant Educational Inclusion Model for Libya, structured around recognition, access, participation, support, progression, and governance. The model emphasises that migrant youth should not be viewed only through the lens of border control or humanitarian vulnerability, but as learners with capabilities, rights, and potential contributions to society. The discussion highlights the implications for Libyan education policy, including flexible enrolment, accelerated learning pathways, teacher training, municipal coordination, digital learning, protection-sensitive data systems, and partnerships with international organisations. The paper concludes that inclusive education for migrant youth is not a secondary issue; it is a strategic investment in social cohesion, human development, and long-term stability.