In an inspiring initiative, Taylor’s University’s School of Education launched the Refugee Community Engagement Project (RCEP) to provide student teachers with hands-on experience that extended beyond traditional classrooms, equipping them with essential skills for their teaching careers. Addressing critiques of teacher education, such as its limited emphasis on social responsibility and global awareness, the RCEP also aligned with United Nations Sustainable Development Goal 4 (UN SDG 4) – Quality Education, promoting inclusive and equitable education for all.
The project involved 20 student teachers specializing in primary education, who taught topics such as energy, forces, and environmental interactions to 200 primary-aged children at two refugee schools in Kuala Lumpur and Selangor. Under the guidance of Dr. Lee Yee Ling and Dr. Vinothini Vasodavan, the student teachers developed age-appropriate activities tailored to the children’s needs. They gained valuable experience adapting teaching styles for diverse learners while enhancing their communication skills, building confidence, and deepening their pedagogical knowledge. Each student created a reflective video to document their learning and areas for growth, supported by peer assessments, classroom observations, and feedback from refugee school teachers and students.
What set the RCEP apart was its focus on real-world teaching in alternative settings. By engaging with refugee schools, the student teachers learned to design inclusive lesson plans and teaching strategies, broadening their global perspectives and deepening their understanding of equity in education. The project also had a meaningful impact on the refugee children, offering not only academic support but also a sense of belonging and acceptance. Creative and culturally sensitive teaching encouraged the children to engage, learn, and grow, fostering their social and emotional well-being.
The RCEP demonstrated that, with thoughtful planning and collaboration, meaningful community engagement projects could be both practical and impactful. The activities and resources developed during this initiative were adaptable to various educational contexts, showcasing their potential for sustainability and scalability. For the student teachers, this experience served as a powerful professional development opportunity, inspiring them to become compassionate, culturally aware educators equipped to address diverse learning needs.
As the project looks toward future engagements, it leaves us with a compelling question: How can we further integrate community engagement into teacher education to nurture a new generation of empathetic, socially responsible, and globally minded educators?
