Developing a strategic framework for the educational development of Rohingya refugees in Malaysia: An ISM-MICMAC approach

Mashitah Sabdin, Mohd Ikhwan Izzat Zulkefli, Farrah Ilyani Che Jamaludin, Syaaibah Zulkipli

Abstract


Since 2010, the Rohingya community in Myanmar has been subjected to ethnic cleansing and genocide, prompting many to flee and seek refuge in neighbouring countries such as Malaysia, Bangladesh and Thailand. However, refugees residing in countries such as Malaysia, which has not ratified the Refugee Convention, face significant challenges in accessing formal education. Limited educational opportunities often result in high dropout rates among refugee children, which previous studies have linked to increased crime and social problems. Thus, this study aims to develop a framework for the educational development of Rohingya refugees in Malaysia. The study engaged 12 experts to develop the framework using Interpretive Structural Modeling (ISM) and MICMAC analysis to prioritize and categorize the main contributing factors. The results showed that 11 factors were identified for inclusion in the framework. Further analysis highlighted several critical factors, including ‘Awareness and Cooperation Among the Rohingya Community on the Importance of Children’s Education,’ ‘Sustainability of Funds for School Development,’ ‘Fund Management,’ ‘Integrated Curriculum and Syllabus’ and ‘Teaching Staff.’ Among these factors, ‘Awareness and Cooperation Among the Rohingya Community on the Importance of Children’s Education’ emerged as the most critical in promoting sustainable educational development. Hence, the framework is designed to serve as a practical guide for relevant stakeholders, such as local authorities and non-governmental organizations (NGOs), to help them better coordinate their efforts and provide accessible and continuous educational opportunities for Rohingya refugee children in Malaysia.

 

Keywords: Educational development, Interpretive Structural Modeling (ISM), Malaysia, MICMAC, Rohingya refugees, strategic framework 


Keywords


Educational development, Interpretive Structural Modeling (ISM), Malaysia, MICMAC, Rohingya refugees, strategic framework

Full Text:

PDF

References


Abdullah, M. R. T. L. (2014). Development of Activity-Based mLearning Implementation Model for Undergraduate English Language Learning [Thesis dissertation, University of Malaya].

Abdullah, M. R. T. L., Al-Amin, M. N., Ur-Rahman, A., Baharuddin, A., & Ahmad, Z. (2017). Sustainable socio-religious harmony development in Malaysia: An interpretive structural modelling for multi-religious society. Journal of Al-Tamaddun, 12(1), 53-64.

Ahmad, N., & Qahmash, A. (2021). SmartISM: Implementation and assessment of interpretive structural modeling. Sustainability, 13(16), 8801.

Akinyemi, I. A., Amaechi, L. I., & Etoh, L. C. (2022). Digitalization of education in Nigerian secondary schools: Benefits & challenges. Journal of Education & Humanities Research (JEHR), 13(1), 34-42.

Ehmer, E., & Kothari, A. (2021). Malaysia and the Rohingya: Media, migration and politics. Journal of Immigrant & Refugee Studies, 19(4), 378-392.

Farzana, K. F., Pero, S. D. M., & Othman, M. F. (2020). The dream’s door: Educational marginalization of Rohingya children in Malaysia. South Asian Journal of Business and Management Cases, 9(2), 237-246.

Haque, M. M., Nasir, N. H., & Saleh, N. Z. (2025). Challenges of non-formal education for Rohingya children in Malaysia. Asian Affairs: An American Review, 52(2-3), 48-67.

Haque, M. M., Othman, Z., & Mat, B. B. (2023). Rohingya refugees and their right to work in Malaysia. Asian Affairs: An American Review, 50(2), 95-119.

Hee, O. C., Shukor, M. F. A., Ping, L. L., Kowang, T. O., & Fei, G. C. (2019). Factors influencing teacher job satisfaction in Malaysia. International Journal of Academic Research in Business and Social Sciences, 9(1), 1166–1174.

Jamaludin, F. I. C., Abdullah, M. R. T. L., Endut, M. N. A. A., Saifuddeen, S. M., Hamimi, K. A., & Harun, S. (2025). Developing a shariah-compliant medical services framework in Malaysia: An Expert system approach using Fuzzy Delphi Method and interpretive structural modelling. BMJ Open, 15(1), E082263.

Janes, F. (1988). Interpretive structural modelling: A methodology for structuring complex issues. Transactions of The Institute of Measurement and Control, 10(3), 145-154.

Kadir, A. N. J. (2019). Good governance issues in education system and management of secondary schools in Kwara State, Nigeria. Ejournal Of Education Policy, 1-14.

Khairi, A., Ahmad, I., & Zainal, S. (2023). Sustainable Development Goals (SDGs) and education for Rohingya refugees in Malaysia. Environment and Social Psychology, 8(2), 1-9.

Lee, C. (2023). Narratives of resistance towards stigmatised refugee identities in Malaysia. International Journal of Asia-Pacific Studies, 19(2), 81-108.

Lee, H., & Hoque, M. M. (2024). Rohingya refugee education in Malaysia: An analysis of current standards and challenges. Asian Journal of Education and Social Studies, 50(7), 416-437.

O’Brien, M., & Hoffstaedter, G. (2020). There we are nothing, Here we are nothing!”-The enduring effects of the Rohingya genocide. Social Sciences, 9(11), 209.

Okafor, S. O., Izueke, E. M., Okoye, E. O., Chuke, N. U., Kekeocha-Christopher, I. C., Okezi, O., Abdulrouf, I., & Udenze, C. (2022). Knowledge and perception of school social eork services among Parents Teachers Association (PTA) and its implication to community and Sustainable Development South-East Nigeria. Italian Journal of Sociology

of Education, 14(2), 174-200.

Olaifa, A. S., Ajala, S., Olaifa, E. O., Medupin, A. J., & Adeoye, M. A. (2024). Principals’ fund management strategies and school administrative effectiveness. Indonesian Journal of Educational Research and Review, 7(1), 107-115.

Onderi, H., & Makori, A. (2013). Training needs of BoG and PTA on school leadership and management in Kenya’s secondary education: A study of a district in the Kisii county of Kenya. Global Advanced Research Journal of Social Science 2(3), 64-77.

Palik, J. (2020). Education for Rohingya refugee children in Malaysia. Peace Research Institute Oslo (PRIO) Policy Brief, 2.

Pazil, N. F. A. (2020). Aplikasi enam dimensi kelompok minoriti berdasarkan pendekatan kinloch: Perubahan sosio-politik minoriti Rohingya. Geografia-Malaysian Journal of Society and Space, 16(4), 311-325.

Rahman, M. M., & Husain, T. (2022). Structural barriers to providing basic education to Rohingya children in the Kutupalong Refugee Camp, Cox's Bazar, Bangladesh. International Journal of Educational Research Open, 3, 100159.

Samsudin, A. Z., & Ismail, N. K. (2021). Pendidikan kanak-kanak muslim Rohingya: Kajian kes di Rohingya Intellectual Skills And Excellence (RISE), Kajang, Selangor. Sains Insani, 6(3), 67-76

Samsudin, A. Z., & Ismail, N. K. (2022). Dilema Pendidikan Kanak-Kanak rohingya di Malaysia: Satu tinjauan awal. MANU Jurnal Pusat Penataran Ilmu dan Bahasa (PPIB), 33(1), 79-105.

Shohel, M. M. C. (2022). Education in emergencies: Challenges of providing education for Rohingya children living in refugee camps in Bangladesh. Education Inquiry, 13(1), 104-126.

Todd, L., Amirullah, A., & Wan, Y. S. (2019). The Economic Impact of Granting Refugees in Malaysia The Right to Work. Institute For Democracy And Economic Affairs (IDEAS).

Togoo, R. R., & Ismail, F. H. B. M. (2021). Security dilemma of Rohingya refugees in Malaysia. Open Journal of Political Science, 11, 12-20.

Umar, A., & Hussin, S. (2009). Pendaftaran sekolah agama rakyat sebagai sekolah bantuan kerajaan: Kajian implikasinya ke atas Perlembagaan Persekutuan dan Akta Pendidikan 1996. International Conference on Islamic Research in Islamic Laws Jabatan Syariah dan Undang-Undang, Akademi Pengajian Islam, Universiti Malaya.

UNHCR. (2016). Education For Refugees: Priority Activities and Requirements Supporting Enrolment and Retention.

UNHCR. (2025). Figures at a Glance in Malaysia.

Vahedian-Shahroodi, M., Mansourzadeh, A., Shariat Moghani, S., & Saeidi, M. (2023). Using the nominal group technique in group decision-making: A review. Medical Education Bulletin, 4(4), 837-845.

Warfield, J. N. (1973). Binary matrices in system modeling. IEEE Transactions on Systems, Man and Cybernetics(5), 441-449.

Wati, A. P., & Sahid, S. (2022). Factors Influencing parents’ awareness of children’ education investment: A systematic review. Sustainability, 14(8326), 1-13.

Yusoff, S. M. B., Salleh, M. A. B., & Haque, M. M. (2022). Malaysian and Indonesian law and policy on Rohingya refugees: A comparative review. Indonesian Comparative Law Review, 4(2), 59–71.

Zulkefli, A. U., Abdullah, M. R. T. L., & Endut, M. (2022). Co-Creation on redefining consumer well-being needs among youth through self-potential development model. Frontiers in Psychology, 13, 1-15.

Zulkefli, M. I. I., Endut, M. N. A.-A., & Abdullah, M. R. T. L. (2023). Application of The Nominal Group Technique (NGT) in Identifying The Components of The Islamic Affairs Index Instrument. International Conference On Environmental, Social and Governance, Kuching, Sarawak.

Zulkefli, M. I. I., Endut, M. N. A.-A., & Abdullah, M. R. T. L. (2024). Exploring factors affecting the sustainability of islamic affairs in Malaysia: An Interpretive Structural Modeling (ISM) approach. International Journal of Sustainable Development & Planning, 19(2), 703-713.

Zulkefli, M. I. I., Endut, M. N. A.-A., Abdullah, M. R. T. L., Jamaludin, F. I. C., & Zulkipli, S. (2025). Development and validation of indicators for the Islamic Affairs Management Index in Malaysia: A Fuzzy Delphi method approach. Geografia-Malaysian Journal Of Society And Space, 21(2), 187-198.


Refbacks

  • There are currently no refbacks.