In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. Their scholastic inclusion has been challenging, and the teaching staff had to sometimes deal with unfamiliar realities. The issue has been addressed by various perspectives, from sociology to psychology, insights from which are gathered in intercultural education. In it, there are scarcity of studies that delve into pupils’ cultural backgrounds, and countries of origin’s history is seldom regarded as a decisive factor in the formation of identity. Among Arabic-speaking communities the Moroccan and Syrian ones are the most significant and Morocco and Syria have interesting histories and education systems. Using Nussbaum''s (2010) multifactorial analysis, this research aims to better understand the educational universe where Arabic-speaking pupils come from, focusing on humanities and religious education in the experience of pupils, especially from Morocco and Syria. Methodology comprehends qualitative empirical research conducted in Europe. Results show the differences experienced by pupils in their educational paths among diverse Arab and European countries and the more sensitive topics they encounter in their education in Europe in relation to their identity.

In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. Their scholastic inclusion has been challenging, and the teaching staff had to sometimes deal with unfamiliar realities. The issue has been addressed by various perspectives, from sociology to psychology, insights from which are gathered in intercultural education. In it, there are scarcity of studies that delve into pupils’ cultural backgrounds, and countries of origin’s history is seldom regarded as a decisive factor in the formation of identity. Among Arabic-speaking communities the Moroccan and Syrian ones are the most significant and Morocco and Syria have interesting histories and education systems. Using Nussbaum''s (2010) multifactorial analysis, this research aims to better understand the educational universe where Arabic-speaking pupils come from, focusing on humanities and religious education in the experience of pupils, especially from Morocco and Syria. Methodology comprehends qualitative empirical research conducted in Europe. Results show the differences experienced by pupils in their educational paths among diverse Arab and European countries and the more sensitive topics they encounter in their education in Europe in relation to their identity.

In the last decade, Europe has welcomed numerous migrants and refugees from Arab countries. Their scholastic inclusion has been challenging, and the teaching staff had to sometimes deal with unfamiliar realities. The issue has been addressed by various perspectives, from sociology to psychology, insights from which are gathered in intercultural education. In it, there are scarcity of studies that delve into pupils’ cultural backgrounds, and countries of origin’s history is seldom regarded as a decisive factor in the formation of identity. Among Arabic-speaking communities the Moroccan and Syrian ones are the most significant and Morocco and Syria have interesting histories and education systems. Using Nussbaum''s (2010) multifactorial analysis, this research aims to better understand the educational universe where Arabic-speaking pupils come from, focusing on humanities and religious education in the experience of pupils, especially from Morocco and Syria. Methodology comprehends qualitative empirical research conducted in Europe. Results show the differences experienced by pupils in their educational paths among diverse Arab and European countries and the more sensitive topics they encounter in their education in Europe in relation to their identity.