Transforming Learning in Conflict and Crisis Settings

Create safe, empowering learning in crisis contexts

How can you create meaningful learning experiences in conflict and displacement settings? Teachers working in crisis contexts face unique challenges supporting students experiencing trauma whilst managing their own wellbeing and limited resources.

This three-week course explores transformative education approaches for conflict and crisis settings. You’ll examine intersectional inclusion, teacher and student wellbeing, and inclusive methodologies for challenging classrooms.

Through co-designed content from crisis practitioners, you’ll develop practical strategies for your context.

Understand transformative frameworks and intersectionality

Explore why transformative education matters in conflict and displacement settings and key theoretical frameworks. You’ll learn the Conversational Framework and Victim-Perpetrator-Liberator-Peacemaker (VPLP) approach for understanding student identities.

Through practical classroom applications, you’ll discover how intersectionality affects inclusion in crisis education contexts.

Learn teacher and student wellbeing strategies

Examine teacher self-care, whole-school wellbeing support, and social-emotional learning approaches. You’ll explore strategies from real displacement contexts for addressing crisis classroom challenges.

You’ll develop collaborative approaches with school communities for building resilience in challenging circumstances.

Explore inclusive teaching in multilingual classrooms

Examine multilingual teaching methods and inclusive practices for diverse abilities and needs. You’ll learn to adapt approaches for marginalised learners drawing on practitioner experience.

You’ll reflect critically on your practice and collaborate with global teachers for shared solutions to common challenges.

This course is ideal for teachers in conflict and displacement areas, education practitioners supporting marginalised learners, and university students planning crisis education careers, especially those with minimal formal training in formal or non-formal settings.

Many of the ideas in this course were introduced in a prior course, Understanding Education in Conflict and Crisis Settings. We recommend that you complete the first course before starting this one, so that you are familiar with key theories such as the Conversational Framework, the Victim Perpetrator Liberator Peacebuilder (VPLP) framework, Social and Emotional Learning (SEL), and the Ecological Systems Theory. These ideas underpin all the new content in this course, and you will explore them all in greater depth here.

A device (e.g. laptop, tablet or mobile phone) and access to the internet

This course is ideal for teachers in conflict and displacement areas, education practitioners supporting marginalised learners, and university students planning crisis education careers, especially those with minimal formal training in formal or non-formal settings.

Many of the ideas in this course were introduced in a prior course, Understanding Education in Conflict and Crisis Settings. We recommend that you complete the first course before starting this one, so that you are familiar with key theories such as the Conversational Framework, the Victim Perpetrator Liberator Peacebuilder (VPLP) framework, Social and Emotional Learning (SEL), and the Ecological Systems Theory. These ideas underpin all the new content in this course, and you will explore them all in greater depth here.

• Apply transformative practices which recognise students' intersecting identities
• Collaborate effectively with other teachers and the whole school community to support teacher and student wellbeing
• Reflect critically on your efforts to create a safe and conducive learning environment
• Apply inclusive teaching methods for classes where students speak different languages
• Apply inclusive teaching approaches that include and support learners with different needs and abilities
• Reflect critically on your own teaching practices to make sure all learners can progress according to their abilities