Arab Students Face University Transition Challenges Beyond Academics

As universities prepare to open their doors for a new academic year in about two weeks, thousands of Arab students are embarking on a significant life stage. Many will be leaving home for the first time, moving to new cities, and entering an environment vastly different from high school in terms of language, teaching methods, social dynamics, and personal responsibility. While efforts in the Arab community have focused on increasing university enrollment, simply gaining admission does not guarantee readiness for this new chapter.

Zeina Amri, a graduate of the Masar program at the Wadi Ara Institute, is set to study electrical engineering at the Technion. Her interest in the field was sparked in high school and solidified through her educational experiences. Amri emphasizes that the Masar program reinforced her decision, but her primary thoughts are on the impending life changes: living away from family, managing her own schedule, and establishing a new routine. She acknowledges that adaptation will be a gradual process, noting that much of her learning in the Masar year occurred outside of academics, through interactions with diverse individuals and learning to navigate disagreements. "It opened my perspective to many things, not just within Masar, but in all of life," she stated.

Raneem Majadle, a graduate of the Masar program in Baqa al-Gharbiyya, is preparing to study chemistry at Ben-Gurion University. His passion for chemistry began in high school, particularly through laboratory experiments. While excited, Majadle expresses anxiety about being away from his family and the transition to greater independence, admitting he is not fully prepared for all that lies ahead. He identifies time management as a key challenge, as university life requires self-structuring his days. His experiences in the Masar program, including volunteering with individuals with special needs, have equipped him with valuable interpersonal skills, patience, and improved Hebrew language proficiency. He describes his social world as having expanded significantly through the program.

Rowan Khmaisi, Director of the Masar program at the Edmond de Rothschild Partnerships, highlights the importance of transitional programs like Masar. "We have worked for years, and rightly so, to increase opportunities for Arab youth to access higher education. But after years of working with youth, it is clear to us that university admission alone is not enough," Khmaisi explained. She believes that students may arrive on their first day unprepared for independence, language barriers, new environments, or seeking help. Khmaisi views the transitional year not as a delay, but as an investment in equipping students with self-awareness, clearer choices, stronger language skills, and the tools to navigate diverse social and professional settings. The Masar program combines academic preparation, language development, guidance, leadership, teamwork, and social experiences, with ongoing support for students after they enter higher education.

For Amri and Majadle, the true test of their preparation will begin soon as university becomes their daily reality. Both anticipate challenges but feel better equipped to face them, knowing themselves better and understanding how to seek answers when needed.