When I began my master’s journey, I was certain about my research focus: the nexus of migration, education, and technology. The driving force behind my work was the belief that digital tools could bridge gaps in educational access for displaced communities, particularly with support from large-scale international organisations. But as global political structures shift, most notably with changes in the United States and its policies on migration, I find myself increasingly disheartened.
Funding cuts to migration-focused projects, particularly within the United Nations system, have had a significant ripple effect on interventions that once seemed promising. Agencies such as the International Organisation for Migration (IOM) and UNHCR are grappling with financial constraints, impacting both ongoing and future projects. This reality raises difficult questions about the sustainability of research and interventions that rely heavily on multilateral funding. It has also led me to question my own direction: Is it viable to continue pursuing ideas that are so deeply dependent on structures that are, at best, unstable?
As I reflect on these challenges, I realise that while the global funding landscape may be shifting, the need for education in displacement contexts remains. The question is: How do we continue to support migrant and refugee learners in the absence of strong financial backing from large organisations?
One possible pivot in my research is to explore how we can leverage technology in ways that are less dependent on traditional project funding. This means looking beyond large-scale institutional support and considering alternative models:
Decentralised, Community-Driven Initiatives – Can refugee-led organisations harness open-source educational technology to create sustainable learning solutions?
Public-Private Partnerships – How can private sector actors step in to provide low-cost, scalable digital education tools for displaced populations?
Alternative Funding Mechanisms – With traditional aid shrinking, could blockchain, micro-financing, or impact investing offer new avenues for supporting migrant education initiatives?
Self-Sustaining Digital Ecosystems – How can we design tech-based educational solutions that function autonomously, reducing dependency on continuous external funding?
This shift in perspective doesn’t mean abandoning my core interests; instead, it’s about adapting to a changing reality. If traditional avenues are narrowing, then new ones must be explored.
While I still feel uncertain about the future of migration-related education projects, I am also reminded that innovation often thrives in moments of disruption. The current climate requires creative solutions and a willingness to disrupt established approaches. Perhaps, by stepping away from reliance on large institutions, we can craft more resilient, community-driven solutions that can endure political fluctuations.
For now, my research questions remain open-ended. But rather than seeing this uncertainty as a setback, I am trying to reframe it as a moment of strategic redirection. If the traditional pathways are blocked, then perhaps it’s time to carve new ones.
Having set a date for my first individual supervision meeting, I hope to discuss some of these ideas and concerns and try to formulate a coherent research question.
