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Training Teachers to Cope with Refugee Children’s Needs through the Lens of SDGs
1
School of Education and Social Sciences, Frederick University, Y. Frederickou 7, Nicosia 1036, Cyprus
2
Department of Primary Education, Faculty of Education, University of Crete, 74100 Rethymnon, Crete, Greece
3
Faculty of Business and Economics, Heliopolis University, 3 Belbeis – Cairo Desert Road, Cairo, Egypt
4
Heliopolis University Centre for Rural Development 3 Belbeis – Cairo Desert Road, Cairo, Egypt
*
For correspondence.
Academic Editor:
Highlights of Sustainability, 2025, 4(2),
146–157.
https://doi.org/10.54175/hsustain4020009
Received: 29 December 2024 Accepted: 27 May 2025 Published: 31 May 2025
Abstract
Increasing numbers of refugee children enter host countries’ public schools. Yet, most refugee children’s education is carried out through refugee community schools, mainly by unqualified teachers. This study examines critical elements impacting teacher training satisfaction, emphasizing instructors’ preparedness and skill, and the effectiveness of training outcomes within a post-graduate program to improve education for refugee children. It supports the Sustainable Development Goals (SDGs), especially SDG10, which calls for lowering inequality, and SDG4, which strongly emphasizes high-quality education. A sizable sample of 306 out of 386 individuals who had finished the RefTeCp capacity-building program participated in the study. These people worked in various educational environments, such as community schools for refugees and private establishments. The study guaranteed its legitimacy through a thorough reliability analysis and content evaluation. Multiple regression techniques were used in data analysis to identify the crucial factors influencing teacher training satisfaction. According to key findings, the efficiency of teaching materials and instructors’ abilities to manage blended learning environments substantially correlate and explain teacher training satisfaction. The study’s results highlight several essential facets of teacher professional development, such as focusing on suitable high-quality blended learning materials and resources to improve refugee students’ learning needs and experiences. Continuing teacher capacity-building interventions, and allowing refugee teachers to participate, can significantly contribute to reducing inequities and, ultimately, to a more equitable and just society.
Keywords
SDGs; refugee education; teacher training; Egypt; training satisfaction; blended training mode; training materials
Copyright © 2025
Makrakis et al. This article is distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use and distribution provided that the original work is properly cited.
Funding
This study was funded by the European Commission Erasmus+ CBHE Strand 2 project (No. 598437-EPP-1-2018-1-CY-EPPKA2-CBHE-JP).
Cite this Article
Makrakis, V., Kostoulas-Makrakis, N., Ramzy, O., & Anwar, M. (2025). Training Teachers to Cope with Refugee Children’s Needs through the Lens of SDGs. Highlights of Sustainability, 4(2), 146–157. https://doi.org/10.54175/hsustain4020009
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