As I dig deeper into the courses, I question everything about the general themes I laid out for this potential project around forced displacement, education, lifelong learning, and the role of technology. I don’t feel any closer to a clear focus, nor do I strongly prefer a particular research direction. Instead, I’m left wondering how best to approach these themes without overstretching or reinventing the wheel.

I’m also uncertain about the most effective methods. On the one hand, I find myself drawn to firsthand data collection—semi-structured interviews or maybe even digital ethnography—but I also recognise the logistical and ethical complexities that come with engaging vulnerable populations. There’s a lot to consider about what might realistically yield meaningful insights, especially when I think about sustainable and respectful research practices. I want to ensure my approach is both ethical and adds value without overburdening communities that are already experiencing significant hardship.

For now, I’m leaning toward a mixed-methods approach, though I’m not entirely set on it. Some methods that I’m considering:

• Desk Research and Existing Datasets – Using existing datasets appeals to me both as a sustainable approach and as a potential way to uncover insights without adding to the demands on displaced populations. I see value in exploring existing data on technology use and education within displaced communities, understanding where previous efforts have succeeded or faced challenges, and identifying potential gaps. This might let me work within a framework of reanalysis to recycle data in meaningful ways, though I wonder if this approach will bring me close enough to the real, lived experiences I’m trying to understand.
• Case Studies – Case studies could be effective in examining how educational technology has been implemented in other contexts, drawing comparisons, and highlighting practical solutions that may apply here. They seem helpful in capturing broader phenomena, like the successes and barriers in tech-based education programs. However, while I’ve read case studies, I haven’t conducted one myself, so I’m aware that I’ll need to develop the skills to design and analyze a case study effectively.
• Digital Ethnography – Part of me is intrigued by digital ethnography as a way to observe displaced individuals within virtual communities or learning platforms. This method could provide insight into how these communities foster engagement, resilience, and knowledge-sharing among displaced learners. However, digital ethnography would require substantial training on my part, and I wonder if the time and resource demands would be too high for the scope of my project.

I’m grappling with balancing academic rigour with practical constraints. I want to respect participants’ boundaries and avoid unnecessary data collection. Ultimately, I’m drawn to the idea of generating something that can be both insightful for academic purposes and potentially useful to NGOs, government bodies, or educational stakeholders. Still, I’m very much in the process of figuring out what that looks like and how I can achieve it.

With every step in this program, I hope to gain more clarity to make thoughtful decisions about my research design and the general direction of my project. Right now, my aim is to be mindful of the broader impact of my own positionality in this research and to navigate my methods in a way that is both purposeful and sustainable.

Task 2: Research Design Ideas / Shane Ahearne - Education Futures by is licensed under a