Enhanced Wellbeing and Transformative Outcomes: Rethinking Online Learning and Higher Education in the Syrian Refugee Context in Lebanon

流离失所的长期后果之一是教育中断，以及在满足教育需求（包括高等教育）方面的差距越来越大。叙利亚危机爆发九年来，黎巴嫩境内只有6%的叙利亚难民青年进入大学。由于一些社会政治和法律障碍，高等教育很难获得。鉴于这场危机的长期性，叙利亚难民青年有可能成为“不可知未来”的一代人。最近，远程学习正在成为获得教育的另一种方式。面对教育道路上的独特挑战，研究表明，一种响应性和量身定制的教育模式，包括与文化相关的课程和教育实践，使年轻人能够通过社会公正和变革性的学习之旅进行自我反思，并重新构想他们的未来。本研究的重点是通过一个国际混合学习的案例研究来审视长期危机中在线高等教育课程的设计过程：哪些过程、组成部分和方法对于为黎巴嫩的叙利亚难民提供具有文化相关性、变革性和高质量的在线高等教育至关重要？本研究旨在促进人道主义危机中在线教育和高等教育文献的实证和理论辩论，并为全球南方在线学习的更广泛工作做出贡献。

One of the long-term consequences of displacement is theinterruption of education and the increasing gap in meetingeducation needs, including Higher Education. Nine yearsinto the Syrian crisis, only 6% of Syrian refugee youth inLebanon are entering university. Higher Education isdifficult to access due to a number of socio-political andlegal barriers. Given the crisis' protracted nature, the Syrianrefugee youth are at risk of being a generation with an"unknowable future". Recently, distance learning isemerging as an alternative approach to access education.Facing unique challenges in their educational pathways,studies suggest that a responsive and tailored educationalmodality, including culturally relevant curricula andeducational practices, enables young adults to self-reflectand re-conceptualize what the future might be for themthrough a socially just and transformative learning journey.Examining the design process of online tertiary curriculumin protracted crisis through a case study of an internationalblended learning is the focus of this research: What are theprocesses, components and approaches that are critical fordelivering culturally relevant, transformative and qualityonline Higher Education for Syrian refugees in Lebanon?This study aims to contribute to the empirical andtheoretical debates of literature on online education andHigher Education in humanitarian crises and to the broaderbody of work in online learning in the Global South.