Rohingya children have become victims of mass displacement, with some of them being internally or externally displaced because of long-standing violence and prejudice in their own country. Currently, a substantial number of them are residing in refugee camps in Bangladesh. They lost all their rights, including the right to retain their native country's nationality. Their basic human rights are violated when they become stateless refugees in the era of the Sustainable Development Goals (SDGs), which emphasize equality, equity, and social justice. Rohingya children in refugee camps face adversity and have limited access to informal education and health services. Due to a lack of nutritious food, healthcare services, medicines, and basic sanitation, the health conditions for some of them are exceedingly poor. Children, particularly young girls, are vulnerable to gender-based violence, child marriage, and human trafficking, both for sex and manual labor. This chapter investigates the childhood experiences of displaced Rohingya children living in Bangladeshi refugee camps.
There are clear distinctions among the concepts of emergency remote teaching and learning (ERTL), online distance teaching and learning (ODTL), and open and distance learning (ODL). This chapter explores different aspects of changes that happened in the field of higher education during the time of the global crisis. It focuses on how COVID-19 pushes educational institutions and educators to provide emergency remote teaching and learning opportunities by switching from traditional pedagogies to online pedagogies. This chapter also highlights the digital competencies, which educators and learners had to develop because of the necessity. Special attention is then given to different pedagogical aspects of emergency remote teaching and learning and how digital competencies help in innovative pedagogical strategies and practices to face the challenges and overcome the barriers to provide support and continue education.
Emergency remote education during the COVID-19 pandemic has opened the door for everyone not only to see the prospect of blended teaching and learning but also to understand how critical it is to incorporate technological development to enhance learning and access to education. While face-to-face in-classroom teaching and learning methods help children and young people in developing vital social, communicative, developmental, and digital competencies, it is also critical to embrace the digital transformation that is happening around everyday life and throughout society. Based on secondary data, this chapter explores the key challenges and opportunities for policy and practice in resource-constrained contexts. This chapter utilizes Bangladesh as a case study to elicit the transition and transformation process of teaching and learning at the primary and secondary education levels in the global south during the emergency.
Game-based pedagogies use games for achieving learning outcomes by guiding the learners through specific tasks, which can be digital and/or non-digital and can promote deep meaningful learning. Therefore, the design of game-based learning helps learners to engage in the meaning-making process and ensure better participation. As the boundaries of classroom learning become blurred through blended or hybrid learning approaches, game-based learning enhances digital literacies for digital natives to prepare them for building a knowledge economy. By exploring existing literature, this chapter highlights how technology can support teachers and learners to go beyond their existing pedagogical boundaries by focusing on ways games may serve as digital sources of learning. It also explores the role game-based pedagogies and digital learning design frameworks play in enhancing learner engagement, collaboration, and cultural understanding.
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