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Lugyi No, University of Massachusetts, United StatesAbstract
This case study investigates mobile education in the conflict-ridden context of Pekon Township, Myanmar, following the 2021 military coup. Through surveys, interviews, and group discussions involving educators and stakeholders, it reveals the resilience of educators who confront a multitude of challenges. Psychological distress, financial constraints, and limited access to support and training hinder their ability to provide quality education, particularly affecting volunteer teachers. Students also face significant barriers, from forced displacement to the absence of resources. Despite these difficulties, teachers adapt their methods, emphasizing critical thinking and community enrichment. Younger teachers have taken on leadership roles, marking a shift in traditional hierarchy. The study highlights a community-driven approach, emphasizing adaptability and innovation, offering valuable insights for educators, policymakers, and organizations operating in conflict-affected regions.
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