Bridging the Digital Divide in Migrant Education During the COVID-19 Era: Through the Lenses of Critical Pedagogy Lens and Inclusive Education

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Digitalization of education, digital divide, refugee experiences, Covid-19, critical pedagogy


This review paper explores the relationship between migration and issues of social justice, inequalities, and access to education which have been exacerbated recently with the emergence of the Coronavirus (COVID-19) pandemic and have taken on a new dimension with the digitalization of education specifically for refugees among other immigrants. It addresses the use of Technology Enhanced Learning (TEL) and Information and Communication Technologies (ICTs) in practices of inclusion and adaptation of refugees. Additionally, this scoping literature review introduces accessible, sustainable, and effective practices that could help displaced adults and children overcome the adverse effects and inequalities experienced by migration. The idea that critical pedagogy provides a firm ground and implications for multicultural education is emphasized. Solutions and recommendations regarding program, curricula, and syllabi development are presented to create a more inclusive educational ecosystem for displaced people.


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How to Cite

AKINLAR, A., UĞUREL KAMIŞLI, M., YILDIZ, H. S., & BOZKURT, A. (2023). Bridging the Digital Divide in Migrant Education During the COVID-19 Era: Through the Lenses of Critical Pedagogy Lens and Inclusive Education. Journal of Qualitative Research in Education, (36), 30–53.