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Cited by 33Asian Geopolitics and EthnographyHigher Education Governance and DevelopmentGlobal Education Systems and Policies

Caught between COVID-19, Coup and Conflict—What Future for Myanmar Higher Education Reforms?

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Htut, Khaing Phyu, Lall, Marie, Kandiko Howson, Camille·2022·Education Sciences
DOI 10.3390/educsci12020067
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Abstract

On 1 February 2021, Myanmar military dictators seized power from the elected government and halted the country’s budding reform process. This article explores how Myanmar’s higher education (HE) sector was affected by the coup and COVID-19 and how this has resulted in societal conflict. The article reviews first the history of military coups, then the education reforms in general and what was done in HE, before discussing the effects of COVID-19 and the coup on the sector. Voices from HE teaching staff show the tension in the role of HE as a vehicle for reform and promulgation of those in power. The article argues that the national vision propagated by Myanmar’s HE sector is juxtaposed to that propagated by the Tatmadaw, both claiming to represent Myanmar’s future. This research highlights the dual forces of the COVID-19 pandemic and military coup at a crucial time for HE reforms in a fragile, conflict-affected state, with the future of the reform goals of equity and equality of the sector at stake.

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  • Myanmar higher education has weathered substantial disruption since 2021, including extended closures, displacement of students and faculty, and a growing mix of alternative and online providers.

    “Myanmar higher education has weathered substantial disruption since 2021, including extended closures, displacement of students and faculty, and a growing mix of alternative and online providers operating alongside traditional institutions (Htut et al., 2022;Nanthakorn et al., 2023).”

    From Convenience Amid Crisis: Explaining Generative AI Misuse and Compliance Intention Among Myanmar University Students (2026) · cites this paper as Htut et al., 2022

    The Discussion reports prolonged higher-education closures after the 2021 coup and says teachers and academics were pushed out of their professions. Section 7.3 describes student leaders going into hiding, some young people fleeing to border areas, and staff hiding. Section 7.1 mentions attempted online or hybrid learning, but does not establish a growing mix of alternative and online providers operating alongside traditional institutions. (LLM, conf=0.85)

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Cited by

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Authors
Htut, K. P., Lall, M., & Kandiko Howson, C.
Affiliations
  • University College London (GB)
  • Centre for Higher Education Research and Scholarship, Imperial College London, London SW7 2AZ, UK
ORCID
Venue
Education Sciences
Publisher
MDPI AG
Published
2022-01-19
Volume
12
Issue
2
Pages
67
ISSN
2227-7102 (ISSN-L)
DOI
10.3390/educsci12020067
OpenAlex
W4206092768
Cited by
33
References
1
Citations by year
2026: 6 · 2025: 9 · 2024: 9 · 2023: 7 · 2022: 2
FWCI
18.74
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Sciences (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • UCL Discovery (University College London) (submittedVersion)
Topics
  • Social Sciences › Political Science and International Relations › Asian Geopolitics and Ethnography
  • Social Sciences › Political Science and International Relations › Higher Education Governance and Development
  • Social Sciences › Education › Global Education Systems and Policies
Keywords
2021 Myanmar military coup, COVID-19 pandemic, educational reform, military dictatorship, conflict-affected countries, higher education teaching staff, education and politics, Tatmadaw, national vision

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