Evidence in EdTech for Refugee Education
In a world where displaced populations face significant barriers to education, EdTech emerges as a tool for change. We have compiled a collection of resources that offer compelling evidence on the efficacy of technology in education, with a specific focus on refugees and education in emergency situations.
Resources from EdTech Hub
- Refugee Education: A Rapid Evidence Review — This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
- Using EdTech to Support Learning Remotely in the Early Years. Rapid Literature Review of Evidence from the Global Response to Covid-19 — This rapid literature review offers examples of using EdTech to support refugee wellbeing.
- Using EdTech in Settings of Fragility, Conflict, and Violence: A Curated Resource List — This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict, and violence (FCV).
- Lessons learned from education in conflict: A summary of the evidence to support Covid-19 response — The report explores lessons from conflict and education in emergencies (EiE) seeking evidence-informed recommendations for policy makers that can help in the global response to Covid-19.
Further Resources
- Learning with technology during emergencies: A systematic review of K-12 education — Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world’s student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency.
- Reimagining Girls’ Education: Solutions to keep girls learning in emergencies — This solutions book seeks to highlight promising evidence-based actions in education for decision makers who are designing and implementing interventions to support girls’ education in low and middle-income country humanitarian settings and settings where education has been interrupted by the COVID‑19 pandemic. It documents practical examples of approaches that have been or are being tested, and from which lessons can be drawn.
- EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis — This report amasses evidence to develop a more nuanced understanding of what is required to
implement effective and ethical EdTech programmes that lead to children learning, asking the research question: How can the utilisation of EdTech (at home or at school) for teaching and learning best facilitate the learning process of children in crisis-affected settings? - Education in times of restriction: an examination of refugee girls’ and young women’s access to learning during COVID-19 school closures in Pakistan — This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee students were able to continue accessing education in some form during school closures, learning access was nevertheless limited, and a sizable minority were not engaged in any learning during this time.
