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Collaborative Co-Design in Action: Reimagining Teacher Professional Development for Crisis-Affected Contexts

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Title: Collaborative Co-Design in Action: Reimagining Teacher Professional Development for Crisis-Affected Contexts
Language: English
Authors: Eileen Kennedy (ORCID 0000-0002-0963-9041), Elaine Chase (ORCID 0000-0003-4840-2810), Tejendra Pherali (ORCID 0000-0003-2691-732X), Gabi Witthaus (ORCID 0000-0002-3608-1266), Diana Laurillard (ORCID 0000-0002-8675-5660), Min Layi Chan (ORCID 0009-0003-4514-725X), Greg Tyrosvoutis (ORCID 0000-0003-2869-5724), Sa Phyo Arkar Myo Hlaing (ORCID 0009-0007-8805-9937), Saw Sam San, Naing Win, Wirachan Charoensukaran (ORCID 0009-0005-4243-9171)
Source: British Journal of Educational Technology. 2026 57(3):797-821.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Faculty Development, MOOCs, Program Design, Program Implementation, Program Effectiveness, Blended Learning, Developing Nations, Foreign Countries, Capacity Building, Citizen Participation, Science Education, Scientific Methodology, Sustainability
Geographic Terms: Thailand, Burma
DOI: 10.1111/bjet.70054
ISSN: 0007-1013
1467-8535
Abstract: This paper focuses on the opportunities and challenges of conducting implementation research when co-design is central to the project being implemented. A participatory co-design methodology is proposed to evaluate the co-design and implementation aspects of a teacher professional development course. The project aim was to co-create evidence about the effectiveness of Co-designed, Massive, Open, Online Collaborations (CoMOOCs)--an educational innovation developed with teachers in conflict and crisis settings. CoMOOCs are distinctive through their focus on co-design with local educators, and on supporting collaborative online, blended and offline spaces for teachers to jointly develop their knowledge and solutions. CoMOOCs have been developed with teachers in two Low- and Middle-Income countries (LMICs): originally with refugee communities in Lebanon, and more recently with migrant and refugee education groups on the Thai-Myanmar border. With funding from the Foreign, Commonwealth and Development Office (FCDO), as part of the Education Research in Conflict and Protracted Crisis (ERICC) programme, we are undertaking implementation research to create a robust body of evidence around which aspects of CoMOOCs are effective, for whom they work, why they work and what adaptations to the model are required. Our Co-Design Theory of Change embeds implementation research at the heart of the iterative design-implementation-evaluation cycle. This approach combines the methodologies of a design-based research (DBR) cycle with the methods of implementation research, supported by the following principles: engage collaborators in co-creating the design, carrying out the implementation and deciding on the evidence needed for effective evaluation; employ a capacity bridging, citizen science methodology to develop and certify the research skills of teachers; collaborate with local partners to undertake evidence curation; and establish local ownership of the interventions to ensure sustainability. In this paper, we present early findings from the implementation research, specifically demonstrating how co-designing the educational innovation is a vital step to scaffolding successful initiatives.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503328
Database: ERIC
FullText Text:
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  Data: Collaborative Co-Design in Action: Reimagining Teacher Professional Development for Crisis-Affected Contexts
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  Data: <searchLink fieldCode="AR" term="%22Eileen+Kennedy%22">Eileen Kennedy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0963-9041">0000-0002-0963-9041</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elaine+Chase%22">Elaine Chase</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4840-2810">0000-0003-4840-2810</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tejendra+Pherali%22">Tejendra Pherali</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2691-732X">0000-0003-2691-732X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gabi+Witthaus%22">Gabi Witthaus</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3608-1266">0000-0002-3608-1266</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diana+Laurillard%22">Diana Laurillard</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8675-5660">0000-0002-8675-5660</externalLink>)<br /><searchLink fieldCode="AR" term="%22Min+Layi+Chan%22">Min Layi Chan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-4514-725X">0009-0003-4514-725X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Greg+Tyrosvoutis%22">Greg Tyrosvoutis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2869-5724">0000-0003-2869-5724</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sa+Phyo+Arkar+Myo+Hlaing%22">Sa Phyo Arkar Myo Hlaing</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-8805-9937">0009-0007-8805-9937</externalLink>)<br /><searchLink fieldCode="AR" term="%22Saw+Sam+San%22">Saw Sam San</searchLink><br /><searchLink fieldCode="AR" term="%22Naing+Win%22">Naing Win</searchLink><br /><searchLink fieldCode="AR" term="%22Wirachan+Charoensukaran%22">Wirachan Charoensukaran</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-4243-9171">0009-0005-4243-9171</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Technology%22"><i>British Journal of Educational Technology</i></searchLink>. 2026 57(3):797-821.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 25
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22MOOCs%22">MOOCs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Developing+Nations%22">Developing Nations</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Capacity+Building%22">Capacity Building</searchLink><br /><searchLink fieldCode="DE" term="%22Citizen+Participation%22">Citizen Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Methodology%22">Scientific Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink><br /><searchLink fieldCode="DE" term="%22Burma%22">Burma</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1111/bjet.70054
– Name: ISSN
  Label: ISSN
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  Data: 0007-1013<br />1467-8535
– Name: Abstract
  Label: Abstract
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  Data: This paper focuses on the opportunities and challenges of conducting implementation research when co-design is central to the project being implemented. A participatory co-design methodology is proposed to evaluate the co-design and implementation aspects of a teacher professional development course. The project aim was to co-create evidence about the effectiveness of Co-designed, Massive, Open, Online Collaborations (CoMOOCs)--an educational innovation developed with teachers in conflict and crisis settings. CoMOOCs are distinctive through their focus on co-design with local educators, and on supporting collaborative online, blended and offline spaces for teachers to jointly develop their knowledge and solutions. CoMOOCs have been developed with teachers in two Low- and Middle-Income countries (LMICs): originally with refugee communities in Lebanon, and more recently with migrant and refugee education groups on the Thai-Myanmar border. With funding from the Foreign, Commonwealth and Development Office (FCDO), as part of the Education Research in Conflict and Protracted Crisis (ERICC) programme, we are undertaking implementation research to create a robust body of evidence around which aspects of CoMOOCs are effective, for whom they work, why they work and what adaptations to the model are required. Our Co-Design Theory of Change embeds implementation research at the heart of the iterative design-implementation-evaluation cycle. This approach combines the methodologies of a design-based research (DBR) cycle with the methods of implementation research, supported by the following principles: engage collaborators in co-creating the design, carrying out the implementation and deciding on the evidence needed for effective evaluation; employ a capacity bridging, citizen science methodology to develop and certify the research skills of teachers; collaborate with local partners to undertake evidence curation; and establish local ownership of the interventions to ensure sustainability. In this paper, we present early findings from the implementation research, specifically demonstrating how co-designing the educational innovation is a vital step to scaffolding successful initiatives.
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  Data: 2026
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      – SubjectFull: Faculty Development
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