internationally.104 While those from disadvantaged social and economic backgrounds, ethnic minorities, and in communities living in conflict-affected areas face severe challenges, hindering their access to education. Thus, the internet offers a chance for marginalized communities improve their access to, and quality of education. According to the interviewees, the internet offers them the opportunity to access information, increase knowledge, and learn while living in conflict-affected states in Myanmar and refugee camps in Bangladesh. The internet is described by interviewees as their “academic institution”105 and “a university.”106 In a way, online learning has become a key method of overcoming Myanmar and Bangladeshi authorities’ restrictions on education. A Rohingya interviewee in Buthidaung Township in Rakhine State stated: “I cannot go to school in another place because I am a Muslim. Internet is the place where I can study advanced education.”107 Refugees like Md Rafique in Bangladesh echoed this sentiment, stating that, “Being a Rohingya education is not available for me… No country allow us to learn education except internet.”108 Md Rafique is not alone: 15 out 16 interviewees listed education as the most important thing they use the internet for. Coursera, Quora, YouTube, and Thabyay eLearning Platform’s Exam Preparation Outreach Program were named by interviewees as key educational platforms, while a few other interviewees in Myanmar also listed online English109 and Korean110 language courses. Given the importance of online learning, the internet shutdown has had a disruptive effect on the people’s education. Interviewees both in Myanmar and Bangladesh described: “lost opportunities”111, needing to “taking a break from learning”112, and not being able to continue with their courses 113. Interviewees like Syedul Mostafa114 talked about losing certificates and not being able to progress in their online courses because of the internet shutdown. 18 year-old Asmahra in Buthidaung Township, Rakhine State, expressed frustration in not being able to learn: “I want to attend online trainings so much…I can’t attend because internet is not available.”115 As a result of their impediments to accessing education, our interviewees expressed hopelessness and concern for the future. 20 year-old Ro Arfat Khan, originally from Maungdaw Township, Rakhine State, who now resides in Balukhali camp 2 in Bangladesh, said: “We had to leave our studies and country…We have been surviving almost three years in the refugee camp. But We have no opportunities to learn educations to be anything in the future…Our lives become very difficult without internet access to survive in the refugee camp…When I can access it then I become a dreamer to achieve my goals.”116 104 Ibid. 105 Bangladesh interview 5. 106 Bangladesh interview 3. 107 Myanmar interview 7. 116 Bangladesh interview 3. 26