Integrating Universal Design for Learning (UDL) and Solar-Powered Devices to Enhance Quality of Education and Environmental Conditions in the Learning Centers of Cox's Bazar Rohingya Refugee Camps, Bangladesh

Abstract

More than one million Rohingya refugees have been living in Ukhiya and Teknaf, sub-districts of Cox’s Bazar in southeastern Bangladesh, since the major influx in 2017. Among the Rohingya refugees displaced in Bangladesh, more than half of them are children who need emergency education. The community is encountering many educational challenges and access to energy. Education is a fundamental human right and everyone should receive quality and equitable primary and secondary education, and lifelong opportunities. This is a cross-sectional study on “Integrating Universal Design for Learning (UDL) and Solar-Powered Devices to Enhance Quality of Education and Environmental Conditions in the Learning Centers of Cox's Bazar Rohingya Refugee Camps, Bangladesh” is conducted as there is no specific research conducted on the topic and it is significant to know UDL awareness and its implication, and solar energy access in the learning centres of the camps. To conduct this study, a semi-structured questionnaire has been developed, classes have been observed, and focused groups have been conducted to know awareness and implication of UDL, to examine solar energy access and how solar-powered devices support better learning conditions and environmental conditions, explore community engagement in safeguarding solar panels and propose a sustainable UDL and solar integration model in the learning centres of Rohingya camps. The findings of this study demonstrate a strong association and significance between UDL implementation and familiarity with the use of UDL components. Additionally, it also shows a strong correlation between UDL components, multiple ways of representation, action and expression, engagement and the education level of the participants. This indicates that the higher the education level and teacher expertise, the greater the implementation of UDL components, leading to more effective and inclusive learning and teaching practices. The results show that teachers provide multiple means of representation when they are more knowledgeable about UDL. Similarly, having access to solar energy and its devices offer more comfortable settings and better educational opportunities. Additionally, the study emphasizes the importance that communities play in protecting solar panels for long-term sustainability. NGO schools receive better support for learning materials, some solar devices, and teacher training while community-based schools have limited space, materials, and technology, despite having knowledgeable teachers. More practical materials and solar-powered tools are needed for both the schools to apply UDL effectively. Solar energy can power digital tools and improve classroom comfort. Most respondents showed strong interest in safeguarding solar panels, indicating community support. With proper policies, awareness, and training, integrating UDL with solar energy can greatly improve learning outcomes and accessibility in the learning centres of the camps. These research findings indicate that integrating UDL with solar energy can lead to a more inclusive, effective and accessible learning environment for the Rohingya refugee students.