Teaching Research Methods with Refugees in Higher Education

This paper offers a reflective review of an online Research Methods course delivered through the Borderless Higher Education for Refugees (BHER) program. Designed for refugee educators in Dadaab, Kenya, the course supported over 40 teachers and administrators in designing, conducting, analyzing, and presenting their own research using an action research framework. Our pedagogical approach emphasized practice-centered learning, collaborative partnership, and iterative feedback. Through structured self-reflection, we explore how these methods fostered student agency and knowledge production, while navigating the challenges and ethical complexities of conducting research in a refugee context. A case study of a student research project illustrates how this approach translated into practice. We aim to contribute to the discourse on refugee higher education by offering practical insights for educators and course designers working in online and displaced learning contexts. We conclude by discussing lessons learned and recommendations for future practice

Action research · Best practice · Online course · Online learning · Refugee · Education and experiences of immigrants and refugees · Online and Blended Learning · Qualitative Research Methods and Ethics