Akademik Veri Yönetim Sistemi
Romaya Journal: Researches on Multidisciplinary Approaches, cilt.2025, sa.Special Issue, ss.223-239, 2025 (Scopus)
Russian aggression toward Ukraine has been extensively analysed by political leaders and scholars. However, the perceptions of students toward this ongoing conflict have been overlooked. This study investigates how Azerbaijani students enrolled in Turkish universities perceive the war within the context of historical trajectories, national identity, and social belonging. Based on first-hand data, collected from 884 Azerbaijani students through structured questionnaires, the paper addresses two key questions: To what extent do Azerbaijani students, who share similar historical trajectories and social identities with Ukrainians due to their common Soviet past, align in their views on Russia’s aggression toward Ukraine? How do Azerbaijani students, despite their ethnic ties to Türkiye, interpret Russia’s aggression in light of Türkiye’s cautious diplomatic stance toward Putin’s policies? The findings reveal that students’ perceptions are shaped by several factors. Those with strong attachment to Türkiye (72%) predominantly view Russia as the primary aggressor, diverging from Türkiye’s official Russia policy. Students with a strong Azerbaijani national identity (65%) tend to express support for Ukraine. A notable gender disparity also emerges: female students (70%) emphasize the humanitarian consequences of the war more than their male counterparts. These results demonstrate how diaspora communities interpret international conflicts through multiple lenses—including integration into host societies, media consumption, and gender socialization—rather than through purely geopolitical calculations. The study aligns with scholarship on transnational identity formation and contributes to understanding how diaspora populations navigate political judgments during global crises. It also offers insights for policymakers engaging with diaspora communities in times of international conflict.