The challenges and solutions of maintaining education for nomadic students in Sudan: Insights from the literature and experts

Abstract Nomadic communities face major challenges in providing education for their children due to their lifestyle. These challenges have been shaped by various cultural, ethnic and political factors. This requires personalised interventions to maintain education for nomadic students in different regions. However, little is known in the literature about nomadic communities in the Arab region, specifically in Sudan, where it has one of the largest nomadic communities. Additionally, the country has diversified ethnicities, and the country has suffered from ongoing wars for many years. This has made maintaining education for Sudanese nomadic students more complex compared to other regions. To contribute to a better understanding of this issue, this study used the triangulation method, by collecting data from both the literature and experts, to investigate the challenges faced by Sudanese nomadic students along with the potential solutions to address these challenges. Eight main challenges were identified, including lack of accurate statistics and data, poverty and nomads' lifestyle, lack of qualified nomadic teachers, and inconsistency of curriculum content and instructional language. Additionally, various solutions were proposed to address them, such as revisiting and redesigning curriculums and raising awareness among nomads on the importance of education. The findings of this study can contribute to achieving Sustainable Development Goals (SDGs) of the United Nations, specifically SDG 4 ‘quality education’, by providing inclusive and quality education for all without anyone being left behind. Context and implications Rationale for this study: Nomadic communities are increasing worldwide and because of their ‘always on the move’ lifestyle, it is very hard for them to access education. Additionally, scant information exists on nomadic education generally, and in Sudan particularly. Why the new findings matter: This research will contribute to understanding the landscape of nomadic education in Sudan as well as the challenges faced and the potential solutions to these challenges. Implications for educational researchers and policy makers: This study highlights the need for more discussions about some specific policies and sustainability strategies to support nomadic students. From a practical perspective, the present paper highlights the need for applying personalised learning and Universal Design for Learning (UDL) to accommodate the needs of nomadic students, hence providing them with more adequate learning experiences. This could help in increasing their interest in education. Particularly, curriculum designers should consider nomadic life styles and needs when developing learning materials or using information and communication technology (ICT) in education. Additionally, developing teacher training that is mainly targeting nomadic students and communities is crucial.