From radio to artificial intelligence - Review of innovative technology in literacy and education for refugees, migrants and internally displaced persons

Oct 15, 2026

A UNESCO Institute for Lifelong Learning publication reviews innovative technologies that support literacy and education for refugees, migrants, and internally displaced persons. It frames literacy within youth and adult technological and social contexts, analyzes barriers and differentiated needs, and assesses ICT-supported literacy approaches. The report also details how technology can address challenges in access and inclusion, strengthen teacher and educator capacity, improve instructional content, and support monitoring and evaluation across programmes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages88

Reading Time3 h 42 min

AccessFree to download

Foreword

Acknowledgements

Executive summary

1. Introduction

2. Scope, purpose and analytical approach

3. Understanding the literacy and technological contexts of youth and adult refugees, migrants and internally displaced persons

4. Technology use to overcome challenges faced by literacy and education programmes

From radio to artificial intelligence Review of innovative technology in literacy and education for refugees, migrants and internally displaced persons From radio to artificial intelligence Review of innovative technology in literacy and education for refugees, migrants and internally displaced persons Published in 2022 by UNESCO Institute for Lifelong Learning Feldbrunnenstraße 58 20148 Hamburg Germany © UNESCO The UNESCO Institute for Lifelong Learning (UIL) undertakes research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and non-formal basic education. Its publications are a valuable resource for education researchers, planners, policy-makers and practitioners. While the programmes of UIL are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility. The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or UIL concerning the legal status of any country, territory, city or area or of its authorities, or concerning the del imitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO or UIL. ISBN: 978-92-820-1249-9 Cover photo: Akhenaton Images/Shutterstock Design: Ulrike Köhn This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) licence ( [http://creativecommons.org/](http://creativecommons.org/)[ ](http://creativecommons.org/)[licenses/by-sa/3.0/igo/](licenses/by-sa/3.0/igo/))[. By](. By) using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository ( [http://www.unesco.org/open-access/](http://www.unesco.org/open-access/)[ ](http://www.unesco.org/open-access/)[terms-use-ccbysa-en](terms-use-ccbysa-en)). Table of contents Foreword ....................................................................................................................................................................................................... 5 Acknowledgements .............................................................................................................................................................................. 7 Executive summary .................................................................................................................................................................................. 9 1. Introduction ......................................................................................................................................................................................... 13 2. Scope, purpose and analytical approach ......................................................................................................................... 17 3. Understanding the literacy and technological contexts of youth and adult refugees, migrants and internally displaced persons ..................................................................... 21 3.1 Global and national contexts ................................................................................................................................ 21 3.1.1 Literacy rates of refugees, migrants and IDPs ............................................................................ 21 3.1.2 Barriers to literacy provision ................................................................................................................. 22 3.2 Differentiated needs of youth and adult refugees, migrants and IDPs ........................................ 25 3.2.1 Diverse linguistic backgrounds .......................................................................................................... 25

FAQs

What is the main focus of the report?

The report reviews innovative technologies and approaches supporting literacy and education for refugees, migrants, and internally displaced persons.

How does the report analyze the needs of youth and adult learners?

It examines differentiated needs and factors such as diverse linguistic backgrounds, exclusion and intersecting inequalities, and psychological trauma affecting language and literacy learning.

What technology-related areas does the report cover to address implementation challenges?

It covers access and inclusion, capacity-building for teachers and educators, relevant content and innovative instructional approaches, and monitoring and evaluation.

Oct 15, 2026

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