Research on Education in Emergencies: Current Status and Dilemmas

Abstract

Sound, ethical, and rigorous reflective research practices are essential for the development of education in emergencies as a strong and respected field of study. This review examines the current state of research in this area and its related challenges. It analyzes the main research themes, the most commonly studied topics, and the research methods used. It also considers the key features of education in emergencies that affect how research is conducted. The review was conducted based on relevant articles published in peer-reviewed journals since the mid-1990s.Grey literature was also consulted, particularly regarding the status of research conducted on education in emergencies. The results of the scoping review indicated that studies focusing on conflict, qualitative research, and practical applications dominate research on education in emergencies. It was also found that a large proportion of the studies were conducted with the participation of researchers from the Global North, with fewer than a fifth of the studies being conducted by researchers from the Global South alone.[1] Review of the accessible literature also disclosed that research on education in emergencies is characterized by multiple dilemmas which need to be resolved in the development process of the field as an established field of inquiry. These and many other findings of the review are helpful inputs as education in emergencies is being recognized as an area for academic research and graduate-level training in Ethiopian universities and beyond.