本研究以土耳其滿納海國際學校為個案，探討慈濟基金會人道救援策略的有效性，並特別關注敘利亞難民兒童的長期教育需求。研究依據楊永年（2010）的災害管理架構，從資訊、資源動員及組織間合作三個面向，透過需求滿足與運作效率兩項標準進行分析。研究採質性個案研究法，結合關鍵參與者的深度訪談與多元二手資料，包括慈濟出版品、土耳其政府文件、國際組織報告、學生個案及教育成果資料。
研究結果顯示，輟學、童工與家庭經濟困難是彼此交織的教育障礙。Ali Kord Arabo 的案例顯示，免費教育、教材與依需求提供的經濟協助，降低了就學直接成本及離開童工後所帶來的部分家庭經濟壓力，使其得以由2015年的部分就學逐步轉為2017年的全日制就學，並於後續進入高等教育。此外，Ali 在2023年土耳其－敘利亞地震後投入人道救援，其行為亦提供了親社會行為、感恩、回饋與社會責任等正向發展的可觀察證據。其他滿納海畢業生在進入高等教育後亦投入地震救援，呈現出相似的行為模式。
跨案例比較進一步顯示，學生的需求會隨不同發展階段而改變。Mohammed Hak 因家庭經濟壓力再次中斷學業，後在獲得針對性的經濟協助後重返校園；Abdulrahman Hritani 的發展則顯示，學生需求可由基本教育逐步延伸至高等教育、專業技能及志願服務。至2024年底，滿納海共有531名高中畢業生，其中377名進入高等教育。綜合而言，可觀察的教育成果已不僅限於返校，也延伸至持續就學、升學、技能發展與親社會參與。
在效率性方面，已辨識的需求能在一定程度上轉化為教育決策與實際行動；資源動員展現出一定程度的即時性、適切性與永續性；組織間合作則提供互補性的行政、教育及專業資源。然而，受限於現有資料，本研究無法精確衡量資訊轉化速度、協調成本及各參與者的相對貢獻。
整體而言，慈濟的教育援助回應了教育可及性與持續就學方面的若干重要障礙，並在三個研究面向中展現一定程度的運作效率。縱向與跨案例證據亦呈現出一種反覆出現的發展模式：部分受助者由接受教育援助，逐步發展至進入高等教育、培養專業能力，並進一步參與志願服務與社會回饋。然而，現有證據仍不足以證明慈濟的介入本身直接造成學業成績或行為發展的提升，也無法推論所有學生皆有相同結果，或已達成更廣泛的社會融入與經濟自立。

This study examines the effectiveness of the Tzu Chi Foundation’s humanitarian relief strategy through the case of Menahil International School in Turkey, focusing on the long-term educational needs of Syrian refugee children. Based on Yang’s (2010) disaster management framework, the study evaluates three dimensions—information, resource mobilization, and inter-organizational collaboration—through two criteria: needs fulfillment and operational efficiency. A qualitative case study approach was adopted, combining an in-depth interview with multiple secondary sources, including Tzu Chi publications, Turkish government documents, international organization reports, student cases, and educational outcome data. The findings show that school dropout, child labor, and household economic hardship were interconnected barriers to education. Ali Kord Arabo’s case demonstrates how free education, teaching materials, and needs-based financial support reduced both schooling costs and part of the economic pressure associated with leaving child labor, enabling him to progress from part-time schooling in 2015 to full-time attendance in 2017 and subsequently to higher education. His later participation in humanitarian relief after the 2023 Türkiye–Syria earthquake also provides observable evidence of prosocial behavior, gratitude, reciprocity, and social responsibility. Similar patterns were identified among other Menahil graduates who participated in earthquake relief after progressing to higher education. Cross-case comparisons further show that students’ needs changed across different stages of development. Mohammed Hak returned to school after receiving targeted financial assistance when household economic pressure had forced him to work, while Abdulrahman Hritani’s trajectory illustrates the extension of educational needs toward higher education, professional skills, and volunteer participation. At the school level, 531 students had graduated from high school by the end of 2024, of whom 377 had progressed to higher education. Together, these findings indicate that observable outcomes extended beyond school re-entry to educational continuity, further education, skill development, and prosocial participation. In terms of efficiency, identified needs were translated into educational decisions and actions; resource mobilization demonstrated a certain degree of timeliness, appropriateness, and sustainability; and inter-organizational collaboration provided complementary administrative, educational, and professional resources. However, limitations in available data prevent precise measurement of information-processing speed, coordination costs, and the relative contribution of individual actors. Overall, Tzu Chi’s educational assistance addressed several major barriers to educational access and continuity and demonstrated a certain degree of operational efficiency. Longitudinal and cross-case evidence also reveals a recurring pattern in which some former beneficiaries progressed from receiving assistance to pursuing higher education, developing professional capacities, and contributing to society. Nevertheless, the available evidence does not establish that Tzu Chi’s intervention alone caused improvements in academic achievement or behavioral development, nor does it demonstrate uniform outcomes, broader social integration, or economic self-reliance.

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