References
- 1Abdullateef, S, Parkinson, T and Sarmini, I. 2020. ‘Cross border connected learning in northern Syria: An agricultural pilot study’. International Journal of Educational Research Open, 1: 100005. DOI: 10.1016/j.ijedro.2020.100005
- 2Akello, M, Gallagher, M, Nanyunja, S, Mulondo, A, Miranda, JJ, Cole, G and Falisse, JB. 2024. ‘Minimal computing in refugee education in Uganda: Economies of digital use and non-use, and the right constraints’. Learning, Media and Technology, 49(5): 811–826. DOI: 10.1080/17439884.2024.2405128
- 3Bauer, C and Gallagher, M. 2020. ‘Education for humanity: Higher education for refugees in resource- constrained environments through innovative technology’. Journal of Refugee Studies, 33(2): 416–436. DOI: 10.1093/jrs/feaa040
- 4Campbell, AC and Neff, E. 2020. ‘A systematic review of international higher education scholarships for students from the global south’. Review of Educational Research, 90(6): 824–861. DOI: 10.3102/0034654320947783
- 5Class, B, Sagayar, MM, Mounkaïla, H, Adamou, AS, Akkari, A, Dupertuis, F, Soumaila, RA, Sanda, IM and Agagliate, T. 2025. ‘Certificate of Open Studies – Education in Emergencies: Leveraging African Orality in a Freiran Approach’. Journal of Interactive Media in Education, 2025(1).
- 6Connected Learning in Crisis Consortium (CLCC). 2017. Quality guidelines playbook. Lessons learned through contextualized practice. Available at:
https://connectedlearning4refugees.org/wp-content/uploads/2019/12/CLC_playbook_screen.pdf (Last accessed 20 May 2023). - 7Dridi, MA, Radhakrishnan, D, Moser-Mercer, B and DeBoer, J. 2020. ‘Challenges of blended learning in refugee camps: When internet connectivity fails, human connection succeeds’. The International Review of Research in Open and Distributed Learning, 21(3): 250–263. DOI: 10.19173/irrodl.v21i3.4770
- 8Dushime, M, Manirafasha, E and Mbonyinshuti, K. 2019. ‘Connected learning: A refugee assessment’. Forced Migration Review, (60): 67–68.
https://ora.ox.ac.uk/objects/uuid:4c6f1987-8daa-4aa6-bf00-3d47b5ee3e10/files/sd504rm49m - 9El-Ghali, HA and Ghosn, E. 2019. Towards connected learning in Lebanon. Issam Fares Institute for Public Policy and International Affairs at American University of Beirut.
https://www.aub.edu.lb/ifi/Documents/publications/research_reports/2018-2019/20190221_towards_connected_learning_in_lebanon.pdf (Last accessed 10 May 2023). - 10Gallagher, M and Najjuma, R. 2025 Forthcoming.
The geopolitical arrays of digital transformation in Uganda: Discourse, homogeneity, and territory . In: Peters, M, Green, B, Kamenarac, O, Jandric, P and Besley, T (eds.) The geopolitics of postdigital educational development. Springer Nature. - 11Gallagher, M, Najjuma, R and Nambi, R. 2023. ‘Bidi bidi creativity: The liminality of digital inclusion for refugees in Ugandan higher education’. Social Inclusion, 11(3): 309–319. DOI: 10.17645/si.v11i3.6686
- 12Gichuhi, L. 2025. ‘Teacher trainees’ perspectives on the use of technology for teaching and learning in forced displacement contexts’. Journal of Interactive Media in Education, 2025(1).
- 13Halkic, B and Arnold, P. 2019. ‘Refugees and online education: Student perspectives on need and support in the context of (online) higher education’. Learning, Media and Technology, 44: 1–20. DOI: 10.1080/17439884.2019.1640739
- 14Hlengwa, A. 2020. Is mentoring higher education’s novice academics a safety mechanism against transformation? In HECU2020: Critical approaches to higher education research.
https://wp.lancs.ac.uk/hecu10/files/2021/09/Hlengwa_ThinkPiece.pdf - 15Im, H, Rodriguez, C and Grumbine, JM. 2021. ‘A multitier model of refugee mental health and psychosocial support in resettlement: Toward trauma-informed and culture-informed systems of care’. Psychological Services, 18(3): 345. DOI: 10.1037/ser0000412
- 16Ito, M, Gutiérrez, K, Livingstone, S, Penuel, B, Rhodes, JE, Salen, K, Schor, J, Sefton-Green, J and Watkins, SC. 2013. Connected learning: An agenda for research and design. Irvine, CA: Digital Media and Learning Research Hub.
https://clalliance.org/publications/connected-learning-an-agenda-for-research-and-design/ (Last accessed 10 May 2023). - 17Kelly, L. 2020. Evidence on resilience approaches in fragile and conflict-affected states and protracted contexts. K4D Helpdesk Report 824. Brighton, UK: Institute of Development Studies.
https://www.gov.uk/research-for-development-outputs/evidence-on-resilience-approaches-in-fragile-and-conflict-affected-states-and-protracted-crises (Last accessed 10 May 2023). - 18Kraler, A, Etzold, B and Ferreira, N. 2021. ‘Understanding the dynamics of protracted displacement’. Forced Migration Review, 68.
https://www.fmreview.org/externalisation/kraler-etzold-ferreira (Last accessed 5 May 2023). - 19Lambert, S and Czerniewicz, L. 2020. ‘Approaches to open education and social justice research’. Journal of Interactive Media in Education, 2020(1): 1. DOI: 10.5334/jime.584
- 20Leomoi, O. 2025. ‘Critical perspectives on the use of technology with refugees and displaced communities: The case of Dadaab’. Journal of Interactive Media in Education, 2025(1).
- 21Nambi, R, Najjuma, R and Gallagher, M. 2023. ‘Integrating refugee students into Ugandan higher education: Language, othering and everyday enactments of participation’. Research in Comparative and International Education, 18(4): 600–619. DOI: 10.1177/17454999231185647
- 22Palanac, A and McKenna, D. 2025. ‘RefugEAP case study: Developing and critically evaluating a free, online trauma-informed English for Academic Purposes (EAP) Programme for refugee-background students’. Journal of Interactive Media in Education, 2025(1).
- 23Pherali, T, Chan, ML, Charoensukaran, W, Chase, E, Kennedy, E, Tyrosvoutis, G, Witthaus G and Laurillard, D. 2025. ‘Pedagogical approaches to teacher professional development in contexts of mass displacement: An agenda for research and practice’. Journal of Interactive Media in Education, 2025(1).
- 24Reinprecht, C, Suter, R, Parry, B and Rampelt, F. 2021. ‘No longer a ‘lost generation’? Opportunities and obstacles of online and blended learning programmes for Syrian refugees in Jordan and Lebanon’. Journal of Refugee Studies, 34(3): 3197–3220. DOI: 10.1093/jrs/feab034
- 25Reynolds, A, Boateng, S, Akello, M, Nanyunja, S, El-Amine, BA, Mulondo, A, Gallagher, M, Falisse, JB and Cole, G. 2025. ‘Connected learning as collaboration and psychosocial support: a critical evaluation of a bridging programme for refugees in Uganda’. Journal of Interactive Media in Education, 2025(1).
- 26Rinfret, SR, Young, SL and McDonald, BD. 2023. ‘The importance of mentorship in higher education: An introduction to the symposium’. Journal of Public Affairs Education, 29(4): 398–403. DOI: 10.1080/15236803.2023.2260947
- 27Scott, H, Motia Ujvari, M, Bakeer, AMA, and Shanaa, K. 2025. ‘Sumud as connected learning: Towards a collective digital commons in Palestine’. Journal of Interactive Media in Education, 2025(1).
- 28UNHCR. 2022. UNHCR education report 2022- All inclusive: The campaign for refugee education. Available at:
https://www.unhcr.org/media/unhcr-education-report-2022-all-inclusive-campaign-refugee-education (Last accessed 20 May 2023). - 29UNHCR. 2024. Refugee data finder. Available at:
https://www.unhcr.org/refugee-statistics/insights/explainers/refugee-hosting-metrics.html (Last accessed 12 February 2025). - 30UNHCR. 2025. Refugee data finder. Available at:
https://www.unhcr.org/refugee-statistics/ (Last accessed 12 February 2025). - 31United Nations. 2015. The sustainable development agenda. Available at:
https://www.un.org/sustainabledevelopment/development-agenda/ (Last accessed 5 May 2023). - 32Yanay, H and Battle, J. 2021. Refugee higher education & participatory action research methods. The Radical Teacher,
Summer 2021 : 120.https://www.jstor.org/stable/48694876