Table 2. Main findings of the study.
| COVID-19 impact on non-citizen communities |
| • Education not prioritised as the community faced job loss, evictions and others • Xenophobia and scapegoating during the pandemic exacerbated vulnerabilities • Children drop out from school to help financially support the family |
| Challenges with online learning |
| • Lack of digital devices, data and internet connectivity among non-citizen children • Digital divide more prominent in rural areas and East Malaysia • Teachers forced into online teaching with little preparation • Teachers unfamiliar with the use of digital devices and the pedagogy of online teaching • Online learning unable to replace face-to-face interaction with students • Lack of accountability among students when participating with lessons • Support and guidance from caregivers necessary for online learning • Illiterate parents are unable to guide children with home-based learning • Living environment not conducive for home-based learning • Lack of peer support and language skills hamper learning for younger students • Mental health unaddressed as students are deprived of support from peers and teachers |
| Measures to ensure continuity of learning |
| • Teachers gradually adapted to online teaching with training and guidance • Learning centres with internet connectivity and prior experience adapted rapidly • Learning centres offer flexible schedules to encourage students to stay in school • Innovative national education platforms have potential to include non-citizen children • Alternative education measures implemented when online education was impossible • Distribution of learning material was often done along with the delivery of food aid • Small group classes conducted at homes in rural setting with poor internet connectivity • Students sitting for school leaving examinations prioritised with lessons and resources |
| Closure of learning centres and non-educational measures |
| • Smaller learning centres shut down due to loss of revenues from school fees • Donors prioritised food donations rather than funding learning centres initially • Fundraisers later allowed for the purchase of devices to enable distance learning • Some learning centres discounted fees to enable students to continue schooling • Other centres were unable to provide discounts as they struggled to transition online |