Yes, comparing the situations of teachers in Lebanon with our context on the Thai–Myanmar border was very useful for me. Even though the countries are different, many of the challenges are surprisingly similar. Teachers in Lebanon who work with Syrian refugee students also face problems such as limited classroom space, lack of teaching materials, and students who come from difficult or traumatic backgrounds. Like our migrant schools (MHEP, CDC, BHSOH, etc.), many of their schools were created by NGOs to ensure that displaced children could continue learning although there are barriers to formal education.

In my own context, we experience similar conditions. Many migrant schools operate with limited resources, temporary buildings, and teachers who must be creative in order to make lessons engaging. Seeing how the teachers in Lebanon use their surrounding environment and simple materials to support learning reminded me that meaningful education does not always depend on having advanced facilities. What matters more is the teacher’s creativity and commitment to the students.

At the same time, there are also some differences. In Lebanon, Syrian refugees often face challenges integrating into the national education system, while along the Thai–Myanmar border migrant education systems have developed their own structures and community networks. Because of these contextual differences, not every idea from the video can be applied exactly in the same way.

Overall, I think many of the ideas shown in the video are realistic and applicable in our context. Teachers in crisis or displacement settings around the world share similar struggles, but they also share similar creativity and resilience. Learning from other contexts like Lebanon helps us see new perspectives and reminds us that even in difficult environments, teachers can still create meaningful learning experiences for their students.