The role of the higher education educator in times of conflict in Myanmar

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.