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中断教育，满足包括高等教育在内的教育需求方面的差距越来越大。叙利亚危机已经过去九年，黎巴嫩境内的叙利亚难民青年中只有6%进入了大学。由于一些社会政治和法律障碍，高等教育很难获得。鉴于这场危机的旷日持久，叙利亚难民青年面临着成为“未知未来”的一代的风险。最近，远程学习正在成为一种获取教育的替代方式。面对教育路径上的独特挑战，研究表明，一种响应性的、量身定做的教育模式，包括与文化相关的课程和演绎实践，使年轻人能够通过一次社会公正和变革性的学习之旅自我反思并重新构思他们的未来。通过一个国际混合学习的案例研究，在旷日持久的危机中检验在线高等教育课程的设计过程是本研究的重点：对于交付与文化相关的关键过程、组成部分和方法是什么，为在黎巴嫩的叙利亚难民提供变革性和高质量的在线高等教育？这项研究旨在促进有关在线教育和人道主义危机中的高等教育的文献的实证和理论辩论，并促进全球南部地区更广泛的在线学习工作。

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.