The purpose of this paper is to examine the relationship between the levels of hazard awareness, risk perceptions, the knowledge of response-related protective behavior, and disaster knowledge within the framework of secondary school curriculum in Turkey. A questionnaire examining various measures including hazard awareness, risk perceptions, and general disaster knowledge test was answered by 8th-grade students of schools in Erbaa, Niksar, and Taşova located in North Anatolian Fault Zone (NAFZ) in Turkey. The data from a total of 654 surveys were analyzed utilizing chi-squared, t-test, and ANOVA.The research findings proved that students' disaster awareness and risk perceptions about the environment in which they live are quite realistic. The high levels of earthquake risk perception and fear were related to the fact that they live in settlements located in NAFZ with the highest level of earthquake risk in Turkey. However, research findings proved that most of the students had a fairly low level of knowledge of response-related protective behaviors, and significant differences were found in the context of schools and settlements. Key words: 8th-grade students, risk assessment, hazard education, disaster education, Turkey

Migration is a phenomenon that takes place as a result of different variables from past to present and has social and cultural consequences at the same time. However, it is not possible to address these outcomes independently of the historical background between the migrant group and the country of origin. In this context, this study provides information on the history of migration in Anatolia and Asia and assesses Turkey's policies towards Syrians. In addition, interviews were conducted with 24 Syrian migrants living in Turkey. The study was conducted according to the principles of qualitative research. The data was analyzed using document analysis and descriptive analysis techniques. The findings of the study suggest that the Turkish state has developed an inclusive policy for the integration of immigrants and is not focused on assimilation. Given the problems and findings of this study, it will provide important information for immigration policy makers and educators responsible for the education of immigrant children.