Embracing purpose-led teacher education: Pre-service teachers’ participation in a refugee community engagement project

In today’s dynamic educational landscape, Higher Education Institutions (HEIs) are increasingly recognizing the imperative adoption of purposeful learning. Purpose-led HEIs proactively leverage their resources and expertise to contribute positively to communities and empower students with essential competencies for their future professions. This study explored an innovative purpose-led pedagogy in teacher education by integrating refugee community engagement. Twenty pre-service teachers conducted lessons for 223 kindergarten and primary school students at two alternative learning centers in Malaysia. Data from students’ artifacts, video recording, and reflective videos were collected and analyzed. Findings showed that pre-service teachers successfully designed and implemented developmentally appropriate lessons, enhanced their classroom management skills and fostered positive relationships with refugee students. Insights into the challenges faced in a refugee school setting broadened their perspectives on global educational issues, nurturing empathy. This study suggests a transformative shift in HEIs’ pre-service teacher education programs toward a community-based and inclusive model.