Migration, Climate, and Education: Proposing Human Rights-Based Education for Internally Displaced Learners in Lower- and Middle-Income Countries

Abstract

The growing impacts of climate change are forcing families in low- and middle-income countries to migrate to urban areas, resulting in widespread internal displacement. Despite the significant disruptions this causes to children’s education, its educational consequences remain underexplored in climate change research. This study addresses the gap by adopting a Human rights-based approach (HRBA) to education and integrating insights from the Education in Emergencies framework while examining the impact of climate-induced displacement on education. Through a literature review of academic and policy documents, the research examines educational vulnerabilities of internally climate-displaced learners, including restricted access to schooling, declines in academic performance, and difficulties adapting to new learning environments. The challenges are pronounced for girls, reinforcing pre-existing gender disparities in education. Based on the findings, the study proposes targeted policy interventions, including climate-responsive education frameworks and economic protection measures for affected households.