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Teaching Refugee Students Remotely: Examining Experiences through Narrative Inquiry

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Title: Teaching Refugee Students Remotely: Examining Experiences through Narrative Inquiry
Language: English
Authors: Harunur Rashid Khan (ORCID 0000-0003-3923-2813), Rafsana Amin (ORCID 0009-0006-1644-4521), Nusrat Tasnim Arna (ORCID 0009-0008-1793-6661), Shaikat Das (ORCID 0009-0008-3514-2902), Md. Hossain (ORCID 0009-0009-2929-6486)
Source: Journal of Research in Special Educational Needs. 2026 26(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Distance Education, Refugees, Educational Practices, Barriers, Student Needs, Teacher Education Programs, Preservice Teachers
Geographic Terms: Bangladesh, Kenya, Jordan
DOI: 10.1111/1471-3802.70060
ISSN: 1471-3802
Abstract: The complexity surrounding refugee education, grappling with learners' inadequate literacy skills due to interrupted schooling, the trauma of familial loss and discrimination, is indelible. Thus, teachers teaching refugee students employ diverse techniques and strategies to facilitate better learning. This study delves into the professional and teaching experiences of four novice instructors from Bangladesh, providing remote instruction to pre-university displaced students in various camps in Bangladesh, Kenya and Jordan. Through a narrative inquiry approach, it investigates various dynamics of remote teaching that the instructors experienced in the refugee context. The thematic analysis of the instructors' logs, stories, and anecdotes showcases how tailored course contents and strategies were used to teach these students and the challenges educators faced in implementing the teaching strategies they explored in their teacher training sessions while instructing displaced students remotely. The close examination of the findings addresses valuable perspectives and insights on the broader teaching landscape of these unique circumstances, which not only help to address pedagogic implications for refugee students in their remote learning context but also add new perspectives to the teacher training programs designed for refugee education and development.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495168
Database: ERIC
FullText Text:
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  Data: Teaching Refugee Students Remotely: Examining Experiences through Narrative Inquiry
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  Data: <searchLink fieldCode="AR" term="%22Harunur+Rashid+Khan%22">Harunur Rashid Khan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3923-2813">0000-0003-3923-2813</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rafsana+Amin%22">Rafsana Amin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-1644-4521">0009-0006-1644-4521</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nusrat+Tasnim+Arna%22">Nusrat Tasnim Arna</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-1793-6661">0009-0008-1793-6661</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shaikat+Das%22">Shaikat Das</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-3514-2902">0009-0008-3514-2902</externalLink>)<br /><searchLink fieldCode="AR" term="%22Md%2E+Hossain%22">Md. Hossain</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-2929-6486">0009-0009-2929-6486</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2026 26(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Bangladesh%22">Bangladesh</searchLink><br /><searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink><br /><searchLink fieldCode="DE" term="%22Jordan%22">Jordan</searchLink>
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  Data: 10.1111/1471-3802.70060
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  Data: 1471-3802
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The complexity surrounding refugee education, grappling with learners' inadequate literacy skills due to interrupted schooling, the trauma of familial loss and discrimination, is indelible. Thus, teachers teaching refugee students employ diverse techniques and strategies to facilitate better learning. This study delves into the professional and teaching experiences of four novice instructors from Bangladesh, providing remote instruction to pre-university displaced students in various camps in Bangladesh, Kenya and Jordan. Through a narrative inquiry approach, it investigates various dynamics of remote teaching that the instructors experienced in the refugee context. The thematic analysis of the instructors' logs, stories, and anecdotes showcases how tailored course contents and strategies were used to teach these students and the challenges educators faced in implementing the teaching strategies they explored in their teacher training sessions while instructing displaced students remotely. The close examination of the findings addresses valuable perspectives and insights on the broader teaching landscape of these unique circumstances, which not only help to address pedagogic implications for refugee students in their remote learning context but also add new perspectives to the teacher training programs designed for refugee education and development.
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  Data: 2026
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  Data: EJ1495168
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        Value: 10.1111/1471-3802.70060
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Distance Education
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      – SubjectFull: Refugees
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      – SubjectFull: Bangladesh
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      – SubjectFull: Kenya
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      – SubjectFull: Jordan
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      – TitleFull: Teaching Refugee Students Remotely: Examining Experiences through Narrative Inquiry
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