Integration begins in the country of origin
How do people prepare for life in a completely new country? The Goethe-Institut provides comprehensive support: personal counseling, intercultural preparation, and virtual reality experiences help ease the transition into a new life. It’s not just about practical information or language skills, but also about raising awareness of cultural differences and learning how to deal with discrimination.
By Emrike Knoche
Arriving is more than just physically arriving in a new place – it begins long before. The Goethe-Institut offers wide-ranging programs around the world to prepare people for life, work, and study in Germany. These include one-on-one counseling sessions, informational events, and culturally sensitive training. Topics covered include the healthcare system, housing, cost of living, family reunification, as well as insights into various career fields and training opportunities. The goal is to give those preparing for life in Germany a realistic picture of the country, clarify expectations, and offer guidance about integration programs and contact points both in Germany and in their country of origin.
In Southeast Asia, for example, Sombatua Sihotang from Indonesia serves as Regional Coordinator for the pre-integration subproject of the “Pre-Integration and Transition Management” project, co-financed by the Asylum, Migration and Integration Fund (AMIF) of the European Union. He supports many young people who are preparing to move to Germany – whether for work, vocational training, or family reunification. But despite the great hope for a better life, there are also concerns about racism and discrimination. “Many of our participants ask whether they, as foreigners, can still live safely in Germany,” Sihotang reports. Political developments and election outcomes in Germany reach Indonesia and shape people’s perceptions of the country. This is exactly where the Goethe-Institut’s offerings in Southeast Asia aim to intervene: in addition to guidance on formal aspects like migration procedures and family reunification, topics such as anti-discrimination are also addressed. Sihotang sees even greater potential: “We need more training to better respond to these fears, and stronger networking with all local stakeholders who support migrants.” Despite challenges, Germany remains an attractive country for many Indonesians.
The Goethe-Institut in Turkey approaches the same topic from a completely different – yet similarly impactful – angle using virtual reality technology. What does it feel like to take the bus for the first time in Germany, to walk into a pharmacy, or to experience the first day of work in the healthcare sector? For many people planning to move to Germany, these everyday situations come with uncertainty and anxiety. This is where the Goethe-Institut’s Virtual Reality (VR) offering in Turkey comes into play. With a VR headset, participants are immersed in realistic everyday scenarios to help prepare them for life in Germany. Suddenly, they find themselves in front of a German pharmacy, riding a bus, visiting a government office, or experiencing a typical workday.
“These scenarios have a real impact,” says Lale Erol Un from the Goethe-Institut in Izmir. Afterwards, participants take part in reflection sessions and interactive activities. The feedback has been impressive: many report that their fear of their first government office visit has disappeared because they now know what to expect. Others gain, for the first time, a realistic impression of what life in Germany is actually like. Even project leaders have been surprised by the effects of these virtual experiences.
“What touches us most is when someone says: I saw myself for the first time as part of society. The VR project is more than just a technical tool – it’s a door-opener, emotionally and socially,” says Lale Erol Un. Looking ahead, the vision is clear: the project is set to grow. New VR scenarios are planned, for example, focusing on schools and hospitals. “Our goal is to integrate VR more deeply into counseling and teaching as a core element of realistic integration support.”