| dc.description.abstract | Background: Higher education is widely recognized as an important pathway to
empowerment, leadership, and sustainable development. However, Rohingya refugee youth
continue to face significant barriers to accessing higher education because of the displacement,
limited educational opportunities, financial hardship, and restrictive policies. Although a small
number of Rohingya youth have accessed higher education in Bangladesh and abroad, little
research has explored how these experiences have transformed their lives. Aim: This study aimed
to explore how higher education shapes the personal empowerment, identity reconstruction,
leadership, and sustainable community-oriented aspirations of Rohingya refugee youth across
diverse educational contexts. Methods: A qualitative study using a narrative inquiry approach was
conducted among 30 Rohingya refugee youth who were studying or had completed higher
education across educational contexts. Data were collected through semi-structured in-depth
interviews conducted in English and Rohingya and analyzed using thematic analysis. Results: The
findings showed that higher education played a transformative role in participants' lives by
strengthening their confidence, independence, critical thinking, leadership, and sense of identity.
Participants viewed higher education as a pathway to overcoming the limitations of displacement
while creating opportunities to contribute to their community through education, advocacy,
research, and humanitarian work. However, they also experienced multiple challenges, including
documentation barriers, financial hardship, language barriers, limited educational opportunities,
mobility restrictions, and family responsibilities. Conclusion: Higher education is more than
obtaining a university degree for Rohingya refugee youth; it is a pathway to personal
empowerment, identity reconstruction, leadership development, and sustainable futures. | en_US |
