MENA higher education pedagogy, technology and the refugee experience: sustainable learning pathways to teacher digital fluency

This report shares the project findings of the Higher Education Pedagogy and Technology in the Refugee Context: The State of Play and Paths Forward in the MENA Region. What the authors discovered, above all, was the almost ubiquitous absence of policies, resources, guidance, and incentives to support teachers of refugees in some of their most fundamental work: course design, student assessment, student engagement, digital pedagogies, the time and tools for self-reflection, communities of practice, and data-informed teaching. The project began before COVID-19, when the importance of digital pedagogies, particularly as a strategy of inclusion for displaced learners in higher education in the Middle East, was yet to be fully appreciated. COVID dramatically made the case. The need for a coherent set of policies, funding strategies, and programming options in every part of the higher education ecosystem to enable digital fluency become painfully apparent. Cultivating faculty capacity both inside the classroom and out will be a hallmark of post-COVID higher education. Without faculty, all other initiatives to improve student outcomes are hobbled. The project's overall goal is to foster access, inclusion, and academic success for higher education learners in the Middle East, particularly refugees and other displaced persons, through the effective combination of pedagogy and technology.


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