The Role of Online Learning Platforms in Enhancing Education and Promoting Environmental Sustainability in Rohingya Refugee Camps, Cox's Bazar, Bangladesh

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

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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.