INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA
REFUGEES: BUILDING BRIDGES, NOT WALLS
PROJECT REPORT
USRAH IN ACTION 2
SCSH 3164
SECTION 35 & 36
SEMESTER 1, 2024/2025
SUBMISSION DATE: 5 FEBRUARY 2025
SUPERVISOR: DR. SHARYAR WANI
2.0 EXECUTIVE SUMMARY
The "Refugees: Building Bridges, Not Walls" project was carried out in Usrah in
Action 2 at the International Islamic University Malaysia (IIUM). Organized by students of
Sections 35 and 36, the project aimed to provide quality education to Syrian refugee students
at Cinta Syria Malaysia (CSM) in an inclusive and supportive environment. The severe
barriers refugee students encountered such as language issues, educational disruptions, and
social integration problems, were recognized in the project to catalyze learning experiences
that would encourage not just academic knowledge, but also emotional and social
development.
Among the project outcomes was the apparent improvement in students' academic
performance focusing on English subjects. Before the program, many of the students had
faced challenges with their studies mainly due to the conditions of displacement and their
unfamiliarity with the English language. Throughout the tutoring, the results were monitored
and the students have shown significant improvement. This was especially significant for the
students who were recovering from their interrupted education as it instilled their confidence
back in being able to learn and communicate in the English language well.
Apart from academic advancement, the project serves to reinforce social connectivity.
Social interactions between the IIUM students and the refugee students created an
atmosphere of understanding, inclusivity, and cultural exchange. Through collaboration
throughout the program, respect and understanding were fostered which broke down barriers
between social and cultural worlds. More significantly, the tutors aimed to serve as mentors
who encouraged the students to pursue their academic goals as well as to be teachers. After
seeing their tutors, many refugee students expressed a newfound motivation to continue their
studies inspired by what they could achieve with dedication and perseverance.
An increase in the interest and engagement of students in learning was a major
outcome of the project. In their education, traditional methods rarely appeal to young
students. Some of them have seen a lot of instability in their lives. The activities were
hands-on-type such as arts and crafts and gardening-they became fun to undertake. Students
were also able to explore their talents, develop critical life skills, and express themselves in
ways that might not have been possible in a typical classroom setting. The project aimed at
nurturing an interest in learning in the children through the use of chosen materials to make
learning engaging and applicable to their daily lives.
The effort had a number of successes but it also encountered challenges. The other
main challenge was the language barrier. Many refugee students did not speak fluent English
or Malay, which sometimes led to miscommunication on the part of the instructors needing to
adjust their teaching methods accordingly. To overcome these obstacles, interactive teaching
methods are used such as simple language and visual illustrations which have proven to be
able to address this problem. Another challenge was the student's varying educational
backgrounds. Some students had formal education for a while, while others had been away
from school for a long time. This posed even more difficulty in having the same method of
teaching applied to all students. It becomes essential to design more customized classes that
adapt to different learning styles.
Sustaining student engagement posed another hurdle that required inventiveness.
Most students were eager learners but some needed encouragement in order for them to
engage actively. Game design, storytelling, and real-world applications to lessons helped
tutors keep interest and motivation alive. Additionally, the project revealed the emotional and
psychological challenges faced by refugee students. Most of the students came from countries
of war, making it essential for tutors to approach them with patience, understanding, and
emotional support. The experience underscored the importance of not just focusing on
academic growth but also addressing the emotional well-being of the students.
Many lessons were learned in retrospect over the whole course of the project.
Adaptability was an extremely valuable skill for tutors, enabling them to adapt their approach
to suit many student needs. Thus, the importance of interactivity in learning emerged as a
significant factor in making education effective and fun. Also, mentorship development came
out as an impactful factor in motivating students to aspire to higher education and work
toward their objectives. The project also highlighted the idea that collaboration is essential to
bringing about meaningful change. This success story was made possible through the
continuous commitment of the organizers, the CSM's support, and the active participation of
the students.
In conclusion, the "Refugees: Building Bridges, Not Walls" project forever changed
the lives of tutors and students alike. This two-way academic process not only enhanced the
learning of refugee students but also created an atmosphere of inclusion, support, and
encouragement. Barriers such as language issues and differences in educational background
proved to be challenges in the course of the project. However, these difficulties were
overcome with some creative teaching techniques and flexibility in the learning process. The
project showed how education opens doors for people and breaks down cultural barriers. It
truly had a major impact on everyone involved.
3.0 INTRODUCTION
Cinta Syria Malaysia (CSM) is an educational institution that provides a safe learning
environment for Syrian refugee children who have been displaced by conflict. This institution
plays an important role in providing quality education to those whose lives have been
severely disrupted by conflict and displacement. The institution faces numerous problems,
including limited financial resources, the need for specialized educational support, and the
complexities of language barriers and social integration. Despite these challenges, CSM is
devoted to empowering refugee students through education, allowing them to rebuild their
lives.
The International Islamic University Malaysia (IIUM) initiated the "Refugees:
Building Bridges, Not Walls" program as part of Usrah in Action 2, with the purpose of
assisting Syrian refugee students at Cinta Syria Malaysia. The main goals of this project is to
improve students' English language skills, foster an inclusive learning atmosphere, and
promote cultural interchange. The project broke down language obstacles, rebuilt students'
self-confidence, and reignited their desire for learning by providing personalized coaching
and mentorship.
The project focuses on tutoring sessions to help Syrian refugee kids improve their
academic performance, particularly in English, while also offering mentorship and emotional
support. A social media campaign raised awareness of their issues, promoting community
participation, and crowdfunding activities secured financial support for educational programs'
long-term viability. The effort sought to make a long-term difference in the lives of students
while also promoting a more inclusive society.
4.0 PROJECT DETAILS
4.1 SCOPE
The "Refugees: Building Bridges, Not Walls" project had two primary components:
tutoring sessions and social media awareness. These components were formulated to provide
direct educational assistance, enhance public awareness, and promote the long-term
sustainability of Cinta Syria Malaysia (CSM).
​
1. Tutoring Sessions
A fundamental component of this project was offering tutoring sessions for Syrian
refugee students at CSM. The lessons were held across several school grades, emphasizing
the enhancement of English skills, specifically in vocabulary, grammar, and sentence
construction. These classes were customized to meet the students' requirements, considering
their varied amounts of previous knowledge. A significant problem noted throughout the
tutoring was the variance in students' learning capabilities. Some students showed good
understanding, while others needed easier explanations. This underscored the need for
personalized instructional methods to accommodate varying learning speeds. Tutors used
adaptive methods of instruction, including interactive learning tools, fun activities, and
simplified lesson plans, to promote inclusiveness. In addition to academics, the tutoring
sessions facilitated significant social relationships. The tutors offered encouragement,
guidance, and emotional support to refugee students. These conversations fostered confidence
in students, motivating them to continue their studies despite the obstacles they encountered.​
​
2. Social Media Awareness
The initiative sought to enhance understanding of the challenges encountered by
refugee students, acknowledging the significance of outreach. A focused social media
campaign was initiated, using platforms like Instagram to spread informational postings:
pictures, and personal narratives from the students and educators of CSM. The campaign
focused on numerous principal topics, including the significance of schooling for refugee
children, the financial difficulties encountered by CSM in maintaining operations, and the
perseverance of refugee students in the face of challenges they confront. The initiative sought
to confront prevailing preconceptions and promote a more inclusive and empathetic society
via the spreading of these experiences. Public participation was promoted via interactive
material, including student interviews and behind-the-scenes films of tutoring sessions, to
personalize the refugee experience and inspire support.
In conclusion, this effort included more than conventional tutoring; it combined
education, campaigns, and financial aid to provide a comprehensive approach to refugee help.
"Refugees: Building Bridges, Not Walls" enhanced the educational experience at CSM via
direct student participation, social media outreach, and crowdfunding initiatives, while
simultaneously cultivating empathy and action among the wider community.
4.2 TIMELINE
This report outlines the timeline of activities conducted during this Usrah in Action course
titled "Refugees: Building Bridges, Not Walls". The project aimed to provide student refugees
with effective and quality education while fostering a safe and equal environment. The
following timeline highlights the overview of the project timeline, completion dates, and key
milestones for the course.
TIMELINE OF ACTIVITIES
Start Dates
Completion Dates
Activities
3 May 2024
3 May 2024
First Interview with CSM teacher
19 May 2024
19 May 2024
Online Meeting with CSM teacher
31 May 2024
14 June 2024
Tutoring Sessions
10 December 2024
10 December 2024
Online Interview with CSM teacher
13 December 2024
13 December 2024
Interview Session with CSM Principle
20 December 2024
03 January 2025
Tutoring Sessions
10 January 2025
10 January 2025
Postpartum Tutoring Sessions
20 January 2025
31 January 2025
Social Media Awareness
KEY MILESTONES
The project officially began with a Class Briefing on 1 November 2024, where
students from Sections 35 and 36 were introduced to the project’s objectives, scope, and
expected outcomes. This session set the foundation for understanding the role of tutors in
assisting refugee students at Cinta Syria Malaysia (CSM). Following this, an online interview
with the School’s Teacher on 10 December 2024 provided valuable insights into the learning
difficulties faced by refugee students, particularly in the English language. Shortly after, on
13 December 2024, an interview session with the School Principal was conducted to gain a
deeper understanding of the school’s curriculum, resources, and specific areas where tutoring
could be most impactful.
The tutoring Sessions, held from 20 December 2024 to 3 January 2025, marked the
core phase of the project. During this period, IIUM students engaged in direct teaching,
employing interactive and adaptive methods to help Syrian refugee students improve their
English skills. These sessions not only enhanced academic performance but also fostered
social connections between students and tutors. Following this, on 6 January 2025, a
Symposium and Course Presentation was held, allowing the participants to present their
experiences, challenges, and insights gained throughout the tutoring program.
To further assess the effectiveness of the initiative, a post-tutoring reflection session
on 10 January 2025 was conducted. This provided an opportunity for tutors to evaluate
student progress, share their teaching experiences, and identify areas for improvement.
Simultaneously, a Social Media Awareness Campaign ran from 20 January to 31 January
2025, aiming to highlight the struggles and achievements of refugee students and promote the
importance of educational inclusivity. All participants also need to write their personal
reflections, from 20 January to 3 February 2025, where each tutor documented their personal
experiences and lessons learned from the project.
The project concluded with the Final Report Submission on 5 February 2025,
encapsulating all key findings, achievements, and challenges faced throughout the initiative.
This comprehensive report served as a final reflection on the project’s impact and
effectiveness, ensuring that future initiatives could build on these learnings.
4.3 STAKEHOLDERS
The success of the project will not be successful without collaboration and
contributions of multiple stakeholders playing vital roles in ensuring the effective
implementation of activities. The key stakeholders involved include Sejahtera Centre, Usrah
In Action community members, IIUM Mobile Transport, Charity Right Malaysia and Cinta
Syria Malaysia (CSM). Their collective efforts help facilitate meaningful engagement in
supporting the education of Syrian refugee children.
Sejahtera Centre serves as the key institution within the International Islamic
University Malaysia (IIUM) and serves as the enabler of this initiative. The center provides
logistical support, resources, and networking opportunities to ensure that the project aligns
with IIUM’s holistic educational mission. By fostering a culture of community service and
sustainability, Sejahtera Centre plays an instrumental role in guiding and endorsing
student-led outreach activities, ensuring their long-term impact.
Another crucial stakeholder group is the Usrah In Action community members, a
collective of IIUM students dedicated to Islamic learning and social responsibility. Their
active participation in volunteer work, mentorship, and teaching sessions significantly
enhances the effectiveness of the project. Usrah In Action community members not only
contribute by conducting educational activities but also instill ethical leadership and moral
values among refugee children, creating a nurturing and supportive learning environment.
Their commitment to community service ensures that the project is sustained through
continuous student engagement.
To facilitate smooth operations, IIUM Mobile Transport provides an essential service
by ensuring the safe and reliable transportation of volunteers to community centers and
refugee learning spaces. Given that accessibility can be a challenge for volunteers traveling to
designated teaching locations, the transport service helps remove logistical barriers, allowing
students to focus on their outreach work without concerns about mobility constraints.
Furthermore, Charity Right Malaysia has played a role in supporting Cinta Syria
Malaysia with a humanitarian initiative focused on assisting refugees. They have provided a
platform for collaboration, comprehension, and education between refugees and community
members by offering both financial and logistical support. Through their collaboration, they
have made it possible to provide vital resources like food aid, educational materials, and
cultural exchange initiatives, which have promoted solidarity and unity. This partnership is a
prime example of their mutual dedication to reducing obstacles and offering practical
solutions for the integration and welfare of refugees in Malaysia.
Lastly, Cinta Syria Malaysia, a dedicated non-governmental organization (NGO),
plays a fundamental role in this initiative. As an organization committed to supporting Syrian
refugees in Malaysia, Cinta Syria Malaysia acts as a bridge between IIUM volunteers and the
refugee community. The NGO coordinates teaching programs, facilitates engagement with
refugee children, and provides necessary learning materials. By leveraging its experience in
humanitarian work, Cinta Syria Malaysia ensures that the educational support provided is
both meaningful and effective in addressing the needs of refugee children.
In conclusion, the collaboration between these stakeholders forms the backbone of the
project’s success. Sejahtera Centre ensures institutional support, Usrah In Action community
members bring student-driven enthusiasm and mentorship, IIUM Mobile Transport resolves
logistical challenges, and Cinta Syria Malaysia connects volunteers with the refugee
community. Their combined efforts contribute to a sustainable, impactful initiative that
fosters both educational and social development for Syrian refugee children.
4.4 RESOURCES
SekolahKITA 3 operates as Alternative Education Centre Cinta Syria Malaysia in
Bandar Puteri Bangi Selangor to offer humanitarian educational assistance for Syrian refugee
students in Malaysia. Within its dedicated facility, the institution delivers quality education to
75 students ranging from kindergarten level through to grade 9. The 16-teacher staff works
with 3 administrative personnel along with one human resources officer and a principal who
dedicate themselves to create an appropriate learning environment for the young students at
SekolahKITA 3. A remarkable and dedicated commitment exists to deliver educational
opportunities that build a promising future for Syrian refugee children.
Various hands-on teaching techniques were utilized at SekolahKITA 3 to instruct
English grammar alongside alphabet and sentence structures and vocabulary to students from
kindergarten to grade 4. Training sessions benefited from three to five tutors whose diverse
teaching methods made the learning environment dynamic. Whiteboards paired with markers
served as well-known presentation tools for some tutors but a different approach used
technology through a combination of laptops and projectors which displayed both visual aids
and interactive learning platforms. Hands-on learning methods appeared throughout the
teaching process since tutors used physical activities, interactive teaching strategies, and
games based on cards to maintain student interest. The collection of teaching materials
combined with various instructional approaches supported multiple learning preferences
which created an enriching educational environment for the students.
FINANCIAL RESOURCES
1.​ Sources of Financial Resources
​
FINANCIAL SOURCES
REMARKS
AMOUNT (RM)
Community members
For the class in CSM with a
total of 5 class
70.00
The project received financial support from private sponsorships and volunteer
contributions (estimated at RM 70.00). The private contributions were primarily in-kind
donations for teaching materials. These combined resources enabled the successful
implementation of the community project.
2.​ Actual Expenditure
EXPENDITURE
REMARKS
AMOUNT (RM)
CATEGORY
The amount of expenses students
Tutoring expenses
use for teaching materials during
70.00
tutoring sessions
Transportation expenses
IIUM sponsored
0.00
The project's total expenditure amounted to RM 70.00 which was spent on teaching
materials for tutoring sessions. No expenses were incurred for transportation fees (RM 0.00),
as the transportation fee was covered by the university through IIUM vehicle management.
This efficient financial management allowed the project to maximize its impact while
keeping expenditures low. In conclusion, the financial resources for the "Refugees: Building
Bridges, Not Walls" project were effectively managed, supporting the education and social
integration of Syrian refugee students. Despite challenges, the project achieved its goals,
improving academic performance and fostering a positive learning environment for all
participants.
5.0 OUTCOMES AND IMPACT
5.1 KEY ACHIEVEMENTS
In Bangi, Malaysia, the tutoring sessions for Syrian students have accomplished a
number of remarkable milestones. These successes are the result of the community's,
instructors', students', and organizers' diligence, commitment, and teamwork. The student's
academic performance has significantly improved, which is one of the tutoring sessions' most
noteworthy accomplishments. Frequent evaluations revealed steady improvement in the
English subject. For students who had previously suffered as a result of educational setbacks
brought on by relocation or language problems, this was particularly meaningful and helpful
for them.
Moreover, we had the opportunity to build stronger relationships between Cinta Syria
Malaysia’s students and IIUM students where inclusivity and empathy were portrayed during
the tutoring session. It was a great starting point as part of the initiative to break barriers of
cultural differences through acts of kindness and respect shown. Activities conducted
promote collaboration and foster interactions which create stronger bonds as it allows
students to mingle around and interact with the volunteers and among the students
themselves. Furthermore, it opens doors to IIUM students to not only become their tutors but
to be set as role models or mentors for them as a result of being inspired to further pursue
their education through the sessions that we have conducted to continuously work hard in
achieving their dreams.
Other than that, IIUM students also gain valuable experience in teaching children, even
though it may not be within their area of expertise. For instance, some of the volunteers come
from Engineering courses, where teaching is not a primary focus of their studies. Despite this,
they take on the challenge of educating young learners, which helps them develop essential
teaching and communication skills. This experience not only enhances their ability to convey
complex ideas more simply but also fosters patience, adaptability, and leadership—qualities
that are beneficial for both their future careers and academic growth.
In addition to academic learning, the program fosters a sense of belonging and
inclusion among refugee students. Interactions between IIUM students and CSM students
help break down cultural barriers and build friendships based on respect and empathy.
Refugee students feel more accepted and supported, making their learning environment more
engaging and motivating. Mentors also serve as mentors and role models, encouraging
refugee students to continue their education despite the challenges of displacement. Many
students express new motivation and ambition to pursue higher education and professional
careers after interacting with their mentors.
Traditional classroom teaching methods often fail to capture the interest of young
students, especially those from unstable backgrounds. To address this, tutors incorporate
hands-on activities such as: arts and crafts, interactive storytelling, and game-based learning.
These activities help students develop critical thinking and social skills while making
learning fun and relevant to their daily lives. The program has successfully increased student
engagement and enthusiasm, ensuring that education is not just about academics, but also
about personal growth and building confidence.
5.2 IMPACT ASSESSMENT
The impact of the workshops conducted with the children at school can be assessed
through several key areas: their engagement, skills development, emotional growth, and
personal growth as a facilitator.
Engagement and Interest: One of the most immediate impacts was the heightened interest
and enthusiasm the children displayed throughout the sessions. The interactive nature of the
activities, particularly those involving hands-on tasks like arts & crafts and gardening, kept
the children engaged and excited. Many children who initially seemed uninterested in
learning were transformed by the practical, real-world applications of the lessons. This
increased engagement, evident through their active participation and questions, shows that
the workshops sparked curiosity and a love for learning.
Skills Development: Over the course of the workshops, the children developed both tangible
and intangible skills. Tangibly, they gained new knowledge in problem-solving and creative
expression. These activities not only enhanced their critical thinking abilities but also helped
improve their fine motor skills, especially through hands-on tasks like building simple
projects or crafting. Intangibly, the children also learned how to work collaboratively, share
ideas, and communicate effectively with their peers. These skills are foundational for their
personal and academic growth.
Emotional Growth: The emotional impact of the workshops was just as significant.
Throughout the sessions, the children experienced a sense of accomplishment and pride in
completing their projects, whether it was planting a seedling in the garden or finishing an arts
& crafts project. This sense of achievement contributed to their growing self-esteem and
confidence. Additionally, working in a supportive environment encouraged positive
emotional responses such as empathy, cooperation, and respect for others. This emotional
development, I believe, is crucial for their overall well-being and future success.
Personal Growth as a Facilitator: The experience also had a substantial impact on us. It
challenged us to refine our communication skills, be patient, and adapt quickly to the needs
and behaviors of the children. We learned how to strike a balance between structure and
flexibility, ensuring the lessons were educational while still being enjoyable and interactive.
The workshops pushed us to grow as a teachers, encouraging us to reflect on our methods and
continuously improve. We also learned the importance of building a rapport with the children
and fostering an environment where they felt safe to explore, make mistakes, and grow.
In conclusion, the impact of the workshops can be seen in both the children’s
academic and emotional development, as well as in our growth as a facilitator. The lessons
learned throughout this process have been invaluable, and the positive outcomes we observed
in the children have reinforced the power of hands-on, and interactive learning.
6.0 CHALLENGES AND LESSONS LEARNT
6.1 CHALLENGES
​
The challenges faced by the schools and its students can be addressed through several
key factors: overcoming stigma, differences in cultural backgrounds, and social
hindrances. These barriers, while difficult, can be overcome only by a concerted effort by
governments, NGOs, and society in general. Public awareness, proper funding, and inclusive
policies are what barriers need to be broken.
​
Firstly, the students faced significant challenges, primarily in overcoming the stigma
that some Malaysians hold against refugees. These social barriers created an atmosphere
where refugees often felt left out or faced prejudice, making it much harder for them to feel
accepted in the broader community. Many refugees were often perceived as outsiders, leading
to discrimination and exclusion from various social and educational opportunities. This, in
turn, affected their self-esteem, leaving refugee children struggling with their education and
participating in social activities. On top of that, the negative stereotypes surrounding refugees
also made it harder for the community to fully support the school and its efforts, which
further complicated the challenge of creating a warm, welcoming, and inclusive environment
for these students.
Secondly, another big challenge facing refugee schools is the environment. These
difficulties in adjustment are further exacerbated by the vast differences in cultural
backgrounds of the refugee students attending school. Students come from different cultural
backgrounds, with norms and expectations different from one another, enriching and yet
challenging the attempt at ensuring a harmonious and productive learning environment.
Moreover, refugee communities always have a disadvantage relative to other communities
with regard to access to quality education. Schools in refugee areas are most often
under-resourced, overcrowded, or sited in unsafe environments, further limiting educational
opportunities. The environmental factors increase the challenges for both students and
educators in striving for equity in education.
Lastly, a little share may be added on account of some social hindrances concerning
the refugees' communities. Minimal conceptualizing has been present about the significance
of education amongst refugees. Many households have to choose between survival for the
family in the near future over long-term educational objectives and therefore enrollment and
dropout rates remain very low. Besides, refugees fall victim to wide-ranging prejudice and
discrimination that exclude them from receiving education and finding jobs. These
stereotyping and mistaken conceptions about refugees have translated into societal barriers
that make it hard for them to integrate into the larger society or access resources that would
improve their quality of life. In fact, such social challenges not only hinder refugees from
pursuing education but also fuel cycles of poverty and marginalization, as it limits the
potential contributions that refugees could make if given the chance to develop their skills
and knowledge.
​
Nevertheless, the issues were actively addressed through awareness campaigns
conducted throughout the semester. These campaigns aimed to educate the public about the
importance of refugee education and the potential of these children. The awareness program
included sharing a variety of content on social media platforms, particularly Instagram,
through both our personal and shared account (@iium.refugees), to reach a wider audience.
The content featured posters, interviews with teachers and students, and posts about our
tutoring sessions. These efforts helped showcase the students' experiences and aspirations
while also emphasizing the importance of supporting their education. Through these
initiatives, we contributed to raising awareness and promoting a more positive and humane
public perception of the school and its mission.
6.2 LESSONS LEARNT
​
Throughout our participation in the tutoring session, we discovered essential
knowledge on the value of empathy, resilience, educational empowerment, and advocacy
awareness. These teachings show not only the challenges faced by refugee children but also
how education can impact their lives, giving them hope and chances for a better future.
Firstly, developing empathy and compassion has proven to be important in
understanding the emotional and psychological issues that refugee children face. By
encouraging refugee education, we help these children feel recognized, respected, and
supported. This allows us to gain a better understanding of their challenges and take proactive
measures to show kindness and sympathy, ensuring that they do not feel neglected or
forgotten. For instance, the children might feel isolated in their new environment due to
language barriers and cultural differences. IIUM students and volunteers at the CSM who
take the time to learn simple phrases in their native language or include the cultural aspects
into activities develop a more inclusive and welcoming environment. Simple gestures, such
as eating their food or letting them to share personal stories, help them to feel more
appreciated and accepted. By creating a compassionate culture, we may help bridge the
emotional and social barriers that frequently separate individuals, allowing them to have
confidence in themselves and their future.
The second lesson is resilience. As volunteers, we are required to adapt to
unpredictable and difficult circumstances. The first difficulty that we encountered was the
language barrier. Despite the fact that the students can speak English, they are still not fluent
and for pre-school and grade 1 learners, they prefer using their native language which makes
it hard for us to understand them. As a result, we opted for visual aids, gestures, and simple
word choices to help them understand the lesson. Other than that, we also taught them with
limited resources as the school we collaborated with does not have their own textbooks that
we can refer to for planning our lesson. Therefore, we must think creatively to utilize
whatever is available to ensure the class will be engaging and meaningful to the pupils. By
overcoming language barriers and resource limitations, we developed resilience not only in
our volunteering skills but also in problem-solving and perseverance.
Thirdly, education is always the key to empowerment for any refugee student; it
equips them with knowledge, skills, and confidence to aspire for a better future. Special
emphasis in CSM was therefore given to English tutoring sessions that will help students
improve their proficiency in English and hence communicate effectively. Through an
interactive way of learning, like storytelling, playing games, and the use of flashcards,
students developed an appreciation for deeper meaning in the language while they learned to
make learning fun. Besides academics, the initiative developed a supportive learning
environment in which students felt supported to participate in and express themselves. In
such a manner, it helped not only academically but also increased their self-confidence and
motivation for further education. Besides, exposure to positive role models among the tutors
in IIUM motivated students to set targets for both their educational goals and achievement
despite all difficulties. Addressing both education and emotional needs, helped in the holistic
development of the refugee students with appropriate tools for overcoming challenges for a
brighter future.
Lastly, we realized the importance of advocacy and awareness in ensuring refugee
children especially in Sekolah Kita receive the education they deserve. Many people are
unaware of the struggles these children face, from limited access to learning resources to the
emotional toll of displacement. Through our experience, we saw how small actions, whether
volunteering, sharing stories, or engaging in discussion can help bridge this awareness gap.
Advocacy is not just about large-scale movements, it starts with individuals who take the
time to understand, empathize, and spread the message. By raising awareness, we encourage
ourselves and more people to contribute in meaningful ways, whether by supporting
educational initiatives, donating resources, or even just fostering a more inclusive mindset.
The more we talk about these issues, the greater the chances of inspiring real change. When
society recognizes the importance of refugee education, it paves the way for more
opportunities, allowing these children to hope, learn, and build a better future.
7.0​
RECOMMENDATIONS
One key recommendation for future projects is to incorporate structured
mentorship programs alongside academic tutoring. While the project successfully
improved students’ academic performance and social connections, establishing a formal
mentorship system can provide long-term benefits by offering continuous support beyond
classroom sessions. Each refugee student could be paired with a dedicated mentor from IIUM
who not only assists with academic subjects but also guides them in setting educational goals,
improving self-confidence, and adapting to new learning environments. This approach would
help sustain motivation, provide emotional support, and create a lasting impact on the
student's educational journey. Additionally, mentors can introduce personalized learning
strategies based on each student's background, ensuring a more tailored and effective learning
experience.
For similar projects in the future, a structured approach to student enrollment,
including an expanded assessment process and outreach to more refugee communities,
can help increase access to education. Offering specialized courses, such as language
programs, vocational training, and life skills, can better prepare students for their future
academic and career paths. Developing extracurricular activities beyond the current
Wednesday clubs, such as leadership programs, entrepreneurship workshops, or STEM-based
projects, can enrich students’ experiences. Furthermore, building collaborations with
universities and training institutions to facilitate higher education pathways for graduates will
strengthen long-term outcomes.
Last but not least, the combination of parental engagement initiatives with
students’ academics is an additional significant suggestion for future projects. Even if the
initiative has been successful in promoting children's social and academic growth, parents or
guardians can foster a more encouraging home environment for continuous learning by
getting involved in the learning process. Setting up parent workshops on communication
techniques, effective study habits, and the value of education can support learning beyond the
classroom. Furthermore, forming a parent-support system can provide encouragement and a
feeling of community by allowing families to exchange resources and experiences.
Long-term academic success would be fostered by this initiative, which would further ensure
that the program's beneficial effects would spread to the students' larger support system.
8.0 ​ CONCLUSION
In conclusion, the "Refugees: Building Bridges, Not Walls" project truly demonstrates
the incredible impact that education can have on the lives of Syrian refugee students at Cinta
Syria Malaysia. By providing structured academic support, we not only helped improve their
English language skills and overall academic performance but also fostered a sense of
community and motivation that are crucial to their development. The combination of tutoring
sessions, workshops, and mentoring programs created a holistic learning environment,
meeting the students' educational and emotional needs, while helping them thrive despite the
challenges of displacement.
The success of this project can be attributed to the dedication and flexibility of our
tutors, who devised creative teaching strategies to overcome language barriers and adapt to
the students' diverse educational backgrounds. By using interactive learning techniques,
practical activities, and one-on-one mentoring, we were able to maintain student engagement
and improve their critical thinking, problem-solving, and self-confidence skills. This effort
also promoted social integration by emphasizing the values ​of empathy, inclusiveness, and
cultural exchange between the refugee community and IIUM student volunteers.
In addition to academic support, we also recognized the importance of addressing the
emotional and psychological well-being of students, who often experience great stress and
uncertainty. Our workshops and activities encompass elements of emotional well-being,
collaboration, and self-development, ensuring that students feel supported in their personal
journeys. Meanwhile, tutors and facilitators gain valuable experience in communication,
patience, and leadership, which will be important assets in their future endeavors.
Despite financial constraints, we managed to leverage available resources with
efficient management, utilizing university grants, private contributions, and in-kind donations
to ensure the activities ran smoothly. By keeping expenses to a minimum, we were able to
provide learning materials, organize symposiums, and facilitate transportation, thus
highlighting the commitment and dedication of all involved. This efficiency in financial
management ensures the sustainability of the program and builds a solid foundation for future
educational initiatives.
The project showed that significant change is possible with imagination, flexibility,
and dedication, even in the face of budgetary constraints and obstacles like language
difficulties and disparate educational backgrounds. The initiative's success emphasizes how
crucial it is to establish long-lasting pathways for refugee students through organized
mentorship programs, ongoing student assessments, and enhanced cooperation with
educational institutions. This project can be expanded to include long-term mentoring,
extracurricular activities, and vocational training in order to enhance their educational
experiences and create new prospects.
Going forward, the success of this project underscores the importance of structured
mentoring programs, more extensive student assessments, and increased collaboration with
universities and training institutions to create long-term educational pathways for refugee
students. By incorporating specialized courses, vocational training, and extracurricular
activities, future projects can enrich the students’ experience and better prepare them for
higher education or employment opportunities. We hope that this project can be continued
and expanded so that more refugee students have access to quality education and
self-development opportunities. With continued support from various parties, we believe that
this initiative can become a platform that inspires and gives hope to the younger generation of
refugees to achieve a brighter and more successful future.
Lastly, we would like to express our sincere gratitude to the committed instructors, the
IIUM community, Cinta Syria Malaysia, and all those involved who helped make this project
a success. Your commitment and contributions have had a long-lasting effect, demonstrating
that we can break down barriers to adversity and build a more compassionate and inclusive
world by using education to build bridges.
9.0 APPENDICES
First interview with CSM teachers
Some of the notes and worksheets used for tutoring sessions
The pictures during tutoring sessions
Class of Kindergarten
Class of Grade 1
Class of Grade 2
Class of Grade 3
Class of Grade 4