In this paper, we demonstrate the ways in which the schooling of refugee youth in the United States reflects ongoing coloniality in education.

This rapid literature review encompassing the following research questions:What evidence exists on the importance of investing in education, and tertiary education in particular, and how it can contribute to overall poverty reduction, social cohesion, and economic stability for both the host country and the global economy? What are the costs of inaction? What lessons learned and best practices could Jordan and the international community at large draw from the role tertiary education plays in improving social and economic outcomes for refugee youth?

The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece.

The brief below lays out the rationale for the disaggregation of data by protection status and the need for higher education data on refugees. It then provides a brief overview of the EMIS in Jordan and HIECON, and details the specific steps that were taken in Jordan to ensure that refugees were visible in both systems. The document concludes with a series of lessons learned in both of these processes.

This paper aims to provide an analytical framework to identify the most suitable locations for mobile classrooms for underserved communities, thereby mitigating the lack of access to equitable education for underserved communities

To grasp the nature and the full potential of gamification in language learning, a scoping study was applied to detect gamified interventions that were designed for refugee students aged 6-12 years old and implemented in various formal and informal environments.

This study examines the impact of integrating refugee children into host states’ education systems and localizing humanitarian responses on the authority and responsibilities distributed among global and local actors.

This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement.

This page contains a collection of UNHCR teaching materials on refugees, asylum and migration for primary and secondary education, as well as some guidance for teachers working with refugee children in the classroom. 

In her review of Meaningless Citizenship, Samaya Mansour describes how Sally Wesley Bonet weaves the themes of refugee resettlement, citizenship, belonging, and state resettlement policies into her narrative on the education and workforce journeys of four Iraqi families resettling in the US