Higher education spaces and protracted displacement: how learner-­centered pedagogies and human­-centered design can unleash refugee innovation

This paper analyses the contribution of Open Educational Resources (OERs) to building 21st century skills and explores the value of tutoring and mentoring models, learner retention, learning technologies, and provision of language and subject matter support that best mediate higher ­level learning in fragile contexts. Variables such as sustainability, operability, equal access, cultural and linguistic ownership, livelihoods and context relevance were used to analyse available evidence in an effort to inform optimal design and scalability of such learning spaces, as well as their potential use in migrant refugee contexts. The importance of refugee ownership and empowerment are emphasised as vectors for ensuring the sustainability of higher education spaces in fragile contexts and for fostering creativity and innovation, thereby feeding into the larger framework of Education for All and Sustainable Development Goal 4.

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