<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682023000200085</article-id>
<article-id pub-id-type="doi">10.22235/pe.v16i2.3172</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Impact of the Syrian Conflict on the Educational and Behavioral Development of Students: Insights from Intermediate School Teachers in Homs City]]></article-title>
<article-title xml:lang="es"><![CDATA[El impacto del conflicto en Siria en el desarrollo educativo y conductual de los estudiantes: perspectivas de los profesores de escuelas intermedias en la ciudad de Homs]]></article-title>
<article-title xml:lang="pt"><![CDATA[O impacto do conflito na Síria no desenvolvimento educacional e comportamental dos estudantes: perspectivas de professores de escolas intermediárias na cidade de Homs]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abdullah Haraki]]></surname>
<given-names><![CDATA[Omer]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hasan Drwish]]></surname>
<given-names><![CDATA[Drwish]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Atatürk University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Turkey</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Atatürk University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Turkey</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>85</fpage>
<lpage>110</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682023000200085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682023000200085&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682023000200085&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study sought to investigate the impact of the Syrian conflict on the educational and behavioral development of students in the city of Homs, as perceived by teachers. The research employed a descriptive analytical approach and gathered data through a questionnaire. The study's sample comprised 130 secondary school teachers from the Directorate of Education in Homs. The findings revealed that, from the perspective of teachers, there exists a moderate effect on students' educational and behavioral development. The average response for the entire sample was 3.07, equivalent to 61.50%. Specifically, the results indicated that the influence on the educational aspect had a mean score of 3.41, whereas the effect on behavior received an average score of 2.75. Based on these results, it is recommended that efforts be made to facilitate the integration of students into schools. Additionally, it is advisable to enhance the involvement of both local and international organizations in providing financial support to students' families. Moreover, the implementation of rehabilitation and psychological counseling programs for students is crucial to alleviate the trauma resulting from the war.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio tuvo como objetivo investigar el impacto del conflicto sirio en el desarrollo educativo y conductual de los estudiantes en la ciudad de Homs, tal como es percibido por los profesores. La investigación empleó un enfoque analítico descriptivo y recopiló datos a través de un cuestionario. La muestra del estudio consistió en 130 profesores de escuelas secundarias de la Dirección de Educación en Homs. Los hallazgos revelaron que, desde la perspectiva de los profesores, existe un efecto moderado en el desarrollo educativo y conductual de los estudiantes. La respuesta promedio para toda la muestra fue de 3.07, equivalente al 61.50%. Específicamente, los resultados indicaron que la influencia en el aspecto educativo tuvo una puntuación media de 3.41, mientras que el efecto en el comportamiento recibió una puntuación promedio de 2.75. Basándonos en estos resultados, se recomienda hacer esfuerzos para facilitar la integración de los estudiantes en las escuelas. Además, es aconsejable fortalecer la participación tanto de organizaciones locales como internacionales en el apoyo financiero a las familias de los estudiantes. Además, la implementación de programas de rehabilitación y asesoramiento psicológico para los estudiantes es crucial para aliviar el trauma resultante de la guerra]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo teve como objetivo investigar o impacto do conflito sírio no desenvolvimento educacional e comportamental dos estudantes na cidade de Homs, a partir da percepção dos professores. Para a pesquisa, foi empregada uma abordagem analítica descritiva e os dados foram coletados por meio de um questionário. A amostra do estudo foi constituída por 130 professores de escolas secundárias da Diretoria de Educação de Homs. Os resultados revelaram que, na perspectiva dos professores, existe um efeito moderado no desenvolvimento educacional e comportamental dos estudantes. A resposta média para toda a amostra foi de 3,07, equivalente a 61,50%. Especificamente, os resultados indicaram que a influência no aspecto educacional teve uma pontuação média de 3,41, enquanto o efeito no comportamento recebeu uma pontuação média de 2,75. Com base nesses resultados, recomenda-se que sejam feitos esforços para facilitar a integração dos estudantes nas escolas. Além disso, é aconselhável ampliar a participação de organizações locais e internacionais no apoio financeiro às famílias dos estudantes. Também a implementação de programas de reabilitação e aconselhamento psicológico para os estudantes é crucial para aliviar o trauma resultante da guerra.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[conflict]]></kwd>
<kwd lng="en"><![CDATA[Syria]]></kwd>
<kwd lng="en"><![CDATA[educational level]]></kwd>
<kwd lng="en"><![CDATA[behavioral level]]></kwd>
<kwd lng="es"><![CDATA[conflicto]]></kwd>
<kwd lng="es"><![CDATA[Siria]]></kwd>
<kwd lng="es"><![CDATA[nivel educativo]]></kwd>
<kwd lng="es"><![CDATA[nivel de comportamiento]]></kwd>
<kwd lng="pt"><![CDATA[conflito]]></kwd>
<kwd lng="pt"><![CDATA[Síria]]></kwd>
<kwd lng="pt"><![CDATA[nível educacional]]></kwd>
<kwd lng="pt"><![CDATA[nível comportamental]]></kwd>
</kwd-group>
</article-meta>
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