Examining how human-centred design and information design could help reduce language barriers between Syrian immigrant parents and Turkish primary teachers through school management guidelines

Abstract

This research develops an information design guideline for Turkish primary school management teams, grounded in Human-Centred Design (HCD) principles, to address language barriers experienced between immigrant parents and teachers. Background research highlights that Syrian student, the largest immigrant group in Türkiye, face low educational attainment, which undermines their academic success, future prospects, social cohesion, and the host country’s human capital. Recognising the critical role of parental involvement in children’s education, this study identifies language barriers as the primary obstacle to effective engagement. Secondary findings revealed that these barriers are context-dependent and interconnected with emotional, cultural, and knowledge-related challenges, which were further investigated through primary research. A case study was conducted in Istanbul with 38 participants identified through stakeholder analysis. Data were collected using semi-structured interviews and card-sorting activities, and analysed through thematic analysis and conceptual mapping. The research broadened the understanding of language barriers. Emotional barriers were characterised by high expectations from both parties and limited empathy, although positive teacher attitudes and support from local parents were also identified as facilitating factors. Cultural barriers stemmed from differences in lifestyles and mindsets, while similarities, such as shared religious beliefs, provided common ground. Knowledge-related barriers were reflected in immigrant parents’ limited familiarity with the host country’s education system; however, these challenges could be mitigated by the approachability of Turkish teachers. To address these issues, expert insights informed the development of a guideline for school managers, organised into six recommendations with differentiated priority levels: language support and clear meeting protocols as essential measures; orientation courses and social activities as recommended measures; and shared spaces, together with visual and physical modifications, as additional supportive measures. The prototype guideline was evaluated with five schools (12 participants) and ten experts through semi-structured questionnaires and interviews, with iterative refinements applied. The findings highlighted the need to extend the guideline beyond school management to all school personnel, with certain revisions, as well as to provide a tailored, concise version for parents. In addition, policy-level guidelines were developed, emphasising the dual need for policies that outline expectations for immigrant communities while fostering a welcoming environment within the host society. Future research will focus on advancing these recommendations at the policy level to support systemic change.