The role of the higher education educator in times of conflict in Myanmar
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(Published version)
Date
2026
Authors
Binte Rahmat, R.
Porta, T.
Thwe Phyo, K.
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Journal article
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Teaching in Higher Education, 2026; 31(1):1-19
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Rozi Binte Rahmat, Tom Porta, Kay Thwe Phyo
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Abstract
The education system in Myanmar has long been marked by centralised control and limited academic autonomy. The 2021 military coup exacerbated these issues and impacted educators’ professional growth. This research investigates the coup’s effects on Myanmar’s higher education educators, focusing on complex challenges both professionally and personally. Using Windschitl’s (2002) four constructivist dilemmas as a theoretical framework, the research analyses the challenges faced by educators post-coup. A case study methodology was used, including semi-structured interviews with four educators directly impacted by the coup. Braun and Clarke’s (2006) thematic analysis method was employed to analyse the interview data, revealing themes related to oppression, displacement, and emotional distress that affected these educators and their families. Despite these challenges, educators have shown they uphold their commitment to equal rights and opportunities. The research discusses implications for future policy and practice to promote educational equity in times of political crisis.
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Published online: 03 Jun 2025
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© 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.