| dc.description.abstract | Bankground: Access to formal education remains restricted for Rohingya in Bangladesh,
leaving many learners dependent on non-formal education with limited opportunities and resources
for academic progression. In this context, online learning platforms have emerged as an alternative
means of supporting learning and promoting environmental awareness. Aim: This research aims to
evaluate how online platforms can enhance access to formal education in non-formal education
settings and promote environmental sustainability in Rohingya refugee camps, Cox’s Bazar.
Method: This study employed a community-based, cross-sectional, mixed-methods design.
Quantitative data were collected through face-to-face questionnaire surveys with 400 participants
selected using simple random sampling, while qualitative data were drawn from five Focus Group
Discussions (FGDs) involving 40 participants selected using purposive sampling, including
students, parents, guardians, teachers, community members, NGO staff, and community leaders.
Quantitative data were analyzed using descriptive and inferential statistics in SPSS, while Microsoft
Excel was used for data organization and visualization. Qualitative data were analyzed using
thematic analysis to identify key patterns and themes. Results: The findings revealed that
participants widely perceived the current camp education system as informal, insufficient, and
lacking opportunities for higher education and recognized certification. Formal education was
identified as the highest priority for improving educational opportunities. Despite significant
barriers, including poor internet connectivity, high mobile data costs, unreliable electricity, limited
access to digital devices, and language barriers, most participants viewed online learning positively
and believed it supported their learning. Qualitative findings further highlighted that online
learning was regarded as "something better than nothing," providing an important opportunity to
continue learning despite the absence of formal education. Conclusion: Although online learning
11
cannot replace formal schooling, it offers a valuable complementary approach for sustaining
learning continuity and strengthening environmental awareness in refugee settings. Expanding
digital infrastructure, improving internet accessibility, increasing access to digital devices, and
developing multilingual learning resources are essential to maximizing the educational benefits of
technology-supported learning for displaced populations. Evidence generated through this research
would help to raise awareness about the educational and environmental needs of Rohingya
refugees, leading to better policies and practices among governments, NGOs, and humanitarian
actors working to expand technology-supported education and strengthen environmental
sustainability in refugee settings. | en_US |
