This chapter focuses on the challenges and approaches to educate refugees during the COVID-19 pandemic in Malaysia. It discusses the evolution and complexity of definitions of refugee status, and how the indistinctive status between them and other migrants created barriers to access formal education. Delving into this limbo is the revelation of the blind spots in refugee education such as language barriers, lack of qualified workforce, and cultural differences. In the context of the recent pandemic, delivering quality education demands adaptability to meet their pressing needs for food, shelter, and livelihood, as well as the shift in life priorities for school-aged children and youths from schooling to earning. Hence, providing quality and inclusive education in this time of crisis requires the integration of teaching–learning content and delivery that prioritises enhancement of their resilience in physical, emotional, and social well-being, as well as sensitivity to their cultures and hardships. By facilitating learning based on their context, continuity in knowledge inquiries, skills, and holistic development, communities are being strengthened and better prepared for any unprecedented crises. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023, corrected publication 2024.
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