This qualitative case study explored the effects of interrupted education—including the linguistics challenges—on 14 (N = 14) Ukrainian higher education refugee students who arrived in Poland after the Russian invasion on 24 February 2022. All participants were refugee students who were enrolled in Ukrainian universities prior to the Russian invasion, and were forced to interrupt their studies and flee to Poland for safety. The two research questions guiding this inquiry are: (1) What effects have interrupted education had on Ukrainian higher education refugee students? and (2) What linguistic challenges have Ukrainian higher education refugee students faced in Poland? For the first research question, data revealed that the abrupt interruption in their education, in addition to the war, migration, and other life occurrences, has destabilized participants’ outlook, emotions, and identity, making them feel uncertain about their personal and professional goals. For the second research question, participants expressed their appreciation toward Poland and the Polish people for the welcoming, supportive environment, and shared challenges associated with participating in the Polish higher education system. The implications of the findings are discussed through the lens of policy and best practices for supporting arriving refugees in Poland and other countries welcoming Ukrainian refugees experiencing interrupted education. [ABSTRACT FROM AUTHOR]

DOI: 10.1080/2331186X.2023.2264009
ISSN: 2331186X