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Refugee students’¹ education is disrupted by multiple spatial and temporal transitions – no matter where they come from, where they go, and what cause their forced migration. The first major disruption occurs with their flight from origin countries due to security or other reasons. The COVID-19 pandemic led to another dramatic disruption with a heightened risk of weakening hard-earned progress. This chapter examines an example of post-migration education opportunities for urban refugee students across two monolingual contexts at two critical junctures from their arrival in the destination countries to the COVID-19 outbreak. It discusses the readiness and responsiveness of Turkish and German education systems by examining the instances and consequences of disruption in refugee students’ education in İstanbul and Hamburg. A multiple case study design with critical policy analysis (CPA) was used. In addition to the available national statistics, empirical data drew on semi-structured in-depth interviews with refugee students and teachers. The background section maps out the trajectory of refugee education with a synthesis of the formal educational policies in Turkey and Germany toward the inclusion of refugee students into public schools. The findings first elaborate on the readiness of the Turkish and German contexts and a scoping review of the literature on the major issues in both settings. The second part explores the responsiveness of both education systems to refugee children’s education during the COVID-19 pandemic in both cases, namely, in İstanbul and Hamburg.

In today’s world, empowering individuals, promoting social cohesion and advancing economic development all hinge on access to high-quality education, prioritizing diversity, inclusion and equality. Rethinking current educational strategies using cyber-physical learning assets is necessary to accommodate the learning inclusivity and equity and escalating demands of a globalized world. There is a pressing demand for evidence to support the efficacy of collaborative learning in transforming curriculum and fostering learner inclusion. However, it is recognized as a pedagogical technique within the quality education domain. This study aims to address this knowledge gap by investigating how hybridized cybergogy paradigms facilitate collaborative learning, focusing on diversity, equity and inclusion, to improve educational quality in higher education.

This study used a qualitative approach with an exploratory design guided by an interpretive philosophical perspective. The data was gathered from 60 prospective teachers from the public sector university of Sindh, Pakistan. Semi-structured interviews were conducted with participants. They were then analyzed using theme analysis to understand their views on the potential of hybridized cybergogy paradigms for collaborative learning to improve the quality of education provided at institutions.

The study results confirm that learners benefit from increased access to learning resources, improved critical thinking and problem-solving skills and a more diverse and inclusive classroom working together in a collaborative hybridized cybergogy setting. By fostering SDG 4 (Quality Education) and the 21st-century skills necessary for global marketplace engagement and competing in progressive environments, this creative method equips learners with the capabilities to face modern global challenges.

The study offers valuable practical suggestions to stakeholders in higher education, including faculty, policymakers and teacher education programs, for integrating hybridized cybergogy and collaborative learning to align curricula with sustainable development goals. Additionally, it bridges a significant gap in the existing literature, which will aid future researchers interested in exploring this area.

This study stands out as it explores an underexamined area while providing novel educational insights.