Higher education in exile: creating hope amid political crisis through online learning

• In Event: Adult education in conflict and displacement settings: Online learning, language, and comparative analysis

Proposal

This study explored the experiences of educators and students participating in an online higher education project (HEP) created in exile following the Russian invasion of Ukraine in 2022. Higher education institutions have long been recognised for their crucial role in crafting new futures in post-conflict settings (Russell, 2022, p. 898). They are seen as vital entry points for broader political, economic, and sociocultural change after conflicts (Cardozo & Novelli, 2018). However, the mechanisms through which higher education contributes to this future creation, particularly when these institutions are in exile, remain underexplored. While much of the existing research focuses on higher education within conflict zones, less attention has been given to how these institutions function when they are relocated to a different country or when they operate entirely online (Millican, 2017; Milton, 2018, 2019, 2021; Milton & Barakat, 2016; Pherali & Lewis, 2019).
This study seeks to fill this gap by exploring the role of online education in exile in contributing to post-conflict future creation. Such a higher education project (HEP) operates virtually, targeting displaced students who remain in their homeland or are scattered across various locations as refugees. Unlike relocated institutions, which establish a physical presence in a new country, online education in exile creates a unique educational space that is not tied to a specific geographical location. This virtual mode of education, while offering significant flexibility and accessibility, also presents distinct challenges, such as difficulties with accreditation, reliance on volunteer faculty, and limited digital infrastructure (Ahmad, n.d.). As a result, it presents a distinct type of learning experience that could happen within the overall area of education in emergencies.
The theoretical framework employs B. Adam’s understanding of the future as being produced through the present by three means: knowledge, action, and ethics (Adam & Groves, 2007). To reflect that, the study employs participatory interventions in the form of teaching and learning diaries, interviews, and document analyses. This mixture allows us to explore the unique ways individuals interpret and live through their online learning experience in exile.
The findings suggest that while online HEPs offer essential spaces of safety, rehabilitation, and personal transformation for scholars and students, they also face significant challenges. The liminal nature of these spaces can lead to a disconnect between personal growth and broader social action, limiting the potential for these programs to contribute to post-conflict reconstruction in meaningful ways. Future research should continue to explore these dynamics, focusing on how online education in exile can better bridge the gap between personal transformation and collective action while providing a sense of hope.

Author

• Sofya Smyslova, Faculty of Education, University of Cambridge