Beyond the classroom: adaptability, academic performance, and interculturality in migratory contexts

This article presents the results, recommendations, and conclusions of a study on the processes of adaptability, academic performance, and intercultural integration of Venezuelan migrant students enrolled in public educational institutions in the department of Boyacá, Colombia. The research was conducted using a mixed-methods approach, emphasizing qualitative analysis, and included an ethnographic component and a descriptive methodology. The study involved interviews, observations, and structured surveys applied to students, teachers, and school administrators in 23 institutions. Findings revealed significant barriers to effective inclusion, such as limited teacher training, weak institutional coordination, and the lack of pedagogical strategies suited to diverse and disrupted educational backgrounds. The study identified the fragmented and reactive nature of current institutional responses and emphasized the need for an educational model that integrates diversity as a central principle. The research highlights the need for a shift from isolated efforts to comprehensive, systemic strategies that ensure equitable access, academic success, and social integration. The article proposes action-oriented measures grounded inhuman rights, equity, and intercultural education, aiming to strengthen institutional capacity and promote inclusive practices that respond to the realities of migratory contexts in Colombia