การวิจัย

A community-led program helped migrant and displaced caregivers from Myanmar reduce violence against children and improve their own mental health. A trial with 479 caregivers found that the benefits were still evident six months later.

This brief highlights key regional and programme priorities for strengthening EdTech in Southeast Asia, focusing on learning outcomes, learner pathways, financial sustainability, and effectiveness in fragile contexts, alongside practical insights from Thailand and the Philippines on access, digital equity, and innovation in education delivery.

This paper examines how teachers in conflict and crisis settings are supported through CoMOOCs (Co-designed Massive Open Online Collaborations). Developed collaboratively with local educators—first in Lebanon and later on the Thai–Myanmar border—the model is studied using an ERICC framework to understand what makes it effective, for whom, and why, while keeping teachers central to both design and evaluation.

As Thailand transitions into a 'super-aged society', rising labor shortages present an urgent national challenge. This policy brief highlights strong demand among migrant families along the Thai–Myanmar border for enrollment in Thai public schools and examines the systemic barriers limiting access. It argues that expanding education access for migrant youth can both strengthen social integration and help address Thailand’s future workforce needs.

Expanding Access examines 225 migrant households across three districts in Tak Province and reveals the major barriers preventing many migrant children from enrolling in school. Despite strong parental preference for Thai public schools, challenges such as limited school capacity, financial constraints, lack of documentation, and distance to schools keep many children out of formal education. The study identifies five high-need communities that require urgent support to expand educational access.

Conducted by The Inclusive Education Foundation and Help without Frontiers Thailand Foundation for the British Council, this scoping study explored the educational realities of migrant youth along the Thai-Myanmar border to inform the potential rollout of the English and Digital for Girls’ Education (EDGE) programme. Drawing on insights from 161 participants, the study examined how gender roles, learning environments, and digital access shape girls’ educational experiences. The findings point to opportunities for enhancing English and digital skills development while addressing barriers that affect girls’ participation and future opportunities.

This qualitative, participatory study explored the complex experiences and perceptions of safety among twenty displaced migrant youth from Myanmar/Burma participating in a six-month fellowship in Mae Sot, Thailand. Guided by decolonial research theory and student-centered teaching, the research centered youth voices to challenge dominant narratives and generate new knowledge on safety, while also fostering personal and skill development.

This study reports a randomized controlled trial of a trauma-informed, edutainment-based group intervention for migrant and displaced caregivers on the Thailand–Myanmar border. The trial examines three main outcomes: positive parenting behavior, child exposure to physical and psychological violence, and caregiver psychological distress. A mixed-methods process evaluation and cost-effectiveness analysis are embedded to assess delivery, acceptability, mechanisms of change, and economic viability. Findings aim to inform the sustained implementation and scale-up of prevention strategies that promote positive parenting and support caregiver mental health in high-adversity settings.

This research explores Co-designed Massive Open Online Collaborations (CoMOOCs) as a vital approach to teacher professional development for refugee and migrant educators. It highlights how local solutions and South-South collaborations, facilitated by global online learning, can foster meaningful learning in conflict and crisis settings.

Parenting interventions have been shown to reduce violence against children and promote positive parenting, but evidence on interventions to achieve population-level reach and impact is limited in low-resource settings. We assessed the impact of a universal film intervention for migrant and displaced caregivers from Myanmar living in Thailand.

This report demonstrates the significant impact of bilingual classroom assistants on multilingual education for migrant students in Thai Public Schools, with key findings showing up to 47% improvement in scores and increased classroom engagement. The study also explores the challenges and opportunities within the Thai Public School system for non-Thai children, focusing on accessibility, quality, and inclusion.

Driven largely by conflict, displacement, and economic pull factors over the past three decades, a homegrown system of mother tongue-based education for migrant children from Myanmar has been developed in Tak Province, Thailand. This paper documents learning from the creation of the ‘teacher leader’ role aimed at building school-level capacity to sustain TPD by giving new responsibilities to 31 teachers as peer coaches during the pandemic.

Being Family is a film-based intervention co-created with migrant and 

communities from Myanmar using evidence-based parenting skills from 

WHO-UNICEF Parenting for Lifelong Health programs. This brief reports 

results from a cluster randomised trial of Being Family with 2,249 caregivers living on the Thailand-Myanmar border.

The aspirations and perspectives of grade 12 migrant high school students in Tak Province, Thailand, are explored through a short survey conducted at a local career fair. Their career interests, educational priorities, and digital literacy levels are disaggregated by gender and visualized with graphs.

Within the seven refugee camps administered by the Karen Refugee Committee (KRC) on the Thai–Myanmar border, teaching is viewed as an act of service. For decades, refugee educators have lacked access to professional pathways that lead to national inclusion. Providing refugee teachers with accredited opportunities and a living wage stands to benefit teacher recruitment, retention, and the quality of education in refugee camps.

The COVID-19 pandemic and political turmoil in Myanmar severely impacted the education of Myanmar migrant children in Thailand. A 2021 research project, "Stepping Stones," delves into these twin crises, highlighting the resilience of educational pathways and the potential for recovery.