Mapping Informal Learning for Displaced Learners during the War on Gaza 2023- Application of Situated Cognition

Kongkiti Phusavat, Mohamed Buheji


War on Gaza since October 2023, presented a dire picture of the displaced children's situation, marked by psychological stress, health risks, educational disruption, and a profound impact on their physical, emotional, and cognitive development.

This paper explores the criticality of sustaining learning and development for Gazan young people, particularly those displaced, amidst challenging environments such as war zones. And the primary aim of this study is to propose a construct to help develop and initial informal learning to help displaced not to miss learning opportunities.

The researchers have taken into consideration the scenario of the ongoing conflict in Gaza and the Israeli occupation's increasing atrocities without seeing clear intentions for ceasefire. Then, the researchers propose a framework for informal learning that adapts to the realities of displacement and war, grounded in the concept of situated cognition. The constructs prioritize hands-on experiences and skills relevant to the displaced students' immediate context. It suggests a shift towards informal learning methods that foster cognitive reserve, resilience, and adaptability in children, utilizing play, storytelling, exploration, and cultural activities.

The paper concludes by discussing the vital role of informal learning in maintaining the continuity of education for displaced children in Gaza. It argues for immediate educational interventions alongside long-term strategies for rebuilding the educational system, tailored to the complex needs of students in the recovery and healing phases. The study recognizes its limitations in addressing the potential of technology in informal learning, given the severe constraints of the situation in Gaza.

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