Reforestation in Refugee Camps: Leveraging STEM Education for the SDGs

Written By Jun Kajee, Global Schools Advocate & Faqrul Islam Chowdhury, Forest Ecologist, Researcher & Assistant Professor.

Kutupalong Refugee Camp, Bangladesh

© UNHCR, the UN Refugee Agency

As educators, many of us are constantly reflecting on how to best foster critical thinking, problem-solving, and the real-world application of knowledge our students acquire. This year, I implemented a lesson plan inspired by an academic paper titled “Land-use legacies and tree species richness affect short-term resilience in reforested areas of the world's largest refugee camp” authored by Faqrul Islam Chowdhury, a research scientist based in Barcelona. 

While integrating the SDGs, the lesson emphasized transdisciplinary collaboration and problem-based learning (PBL). This report highlights how the academic paper can be adapted into a high school STEM class, focusing on actionable insights and key outcomes.

The Kutupalong Case Study: A Blueprint for Action

The original study addressed deforestation caused by displaced Rohingya communities in Bangladesh. Scientists and refugees collaborated using satellite data and ecological restoration strategies to mitigate environmental damage. This project’s alignment with SDG 13 (Climate Action) and SDG 15 (Life on Land) provided a foundation for students to contextualize their work. By focusing on contemporary challenges rather than historical accounts from textbooks, the lesson emphasized actionable solutions that align with modern STEM education practices.

© Faqrul Islam Chowdhury

Operationalizing the Study into the Classroom

To make this complex topic accessible, the lesson was streamlined into three core components:  

1. Remote Sensing & Data Analysis

   Students accessed free platforms like NASA Earthdata and Google Earth Engine to analyze satellite imagery and calculate the Enhanced Vegetation Index (EVI). This activity introduced them to ecological monitoring tools while emphasizing links between industry, innovation, and infrastructure. By comparing vegetation health in local parks with recovery data from the study, students gained hands-on experience with real-world environmental technology.

2. Ecological Science & Biodiversity

   Students explored the importance of biodiversity in ecosystem resilience, discussing monoculture versus admixture planting strategies. They designed reforestation plans for hypothetical degraded sites, selecting tree species based on soil type and climate conditions. This activity emphasized the importance of sustainable land management while fostering critical thinking about balancing human intervention with ecological needs.

3. Community Engagement & Ethical Decision-Making  

   Students debated the ethical question: “Should land allocation decisions prioritize housing or reforestation?” This discussion encouraged students to consider socio-economic factors alongside environmental priorities, aligning with SDG 10 (Reduced Inequalities). The debate fostered empathy and systems thinking, helping students understand the broader implications of environmental policy.

Hands-On Projects  

To reinforce learning, students participated in practical projects that connected theory to real-world applications:  

1. Sensor-Based Tree Monitor

   Using Arduino kits, students built devices to measure soil moisture and light levels around newly planted trees. Instructions on how to do this are available here: https://projecthub.arduino.cc/Aswinth/soil-moisture-sensor-with-arduino-91c818

2. “Adopt a Tree” Campaign

  Partnering with a local NGO, students monitored tree growth over several months, collecting data on health and growth patterns. This campaign empowers students to take ownership of a real-world reforestation effort while reinforcing SDG 17 (Partnerships for the Goals).

3. Virtual Reality Forest Tours

   Collaborating with R.A.V.E.N. Zaventem and Ocean College, students developed VR experiences that visualized deforestation impacts and recovery efforts. These tours engaged students creatively while introducing them to emerging technologies as educational tools.

This classroom intervention was implemented across two Grade 10 STEM classes, impacting 48 students aged 15–16 over an 8-week period. While the formal “school-directed” component has concluded, students have expressed interest in continuing their reforestation monitoring independently, exploring collaboration with local NGOs to expand sensor networks in urban green spaces. The virtual reality forest tours developed during the intervention are now integrated into the school’s annual sustainability expo—raising awareness of this challenge among parents and the wider school community.

© Faqrul Islam Chowdhury

Teacher Reflection and Outcomes  

The intervention successfully engages students across intellectual, ethical, and emotional dimensions. By integrating hands-on projects with debates and reflections, students developed a multifaceted understanding of how STEM can address global challenges. 

Key outcomes included:  

- Increased Data Literacy: Students demonstrated improved skills in analyzing satellite imagery and interpreting environmental data.

- Improved Mental Models: Debates on ethical decision-making helped students consider complex socio-economic factors in environmental policy.

- Empowerment Through Action: Many students expressed interest in pursuing careers in environmental science or technology after seeing the tangible impact of their work.

Challenges:

One significant obstacle was the technical barrier posed by Arduino programming. Many students had limited or no prior experience with coding or working with microcontrollers, which made it difficult for them to engage fully with the project at first. To address this, peer mentoring sessions could be introduced, allowing more experienced students to support their peers in understanding key programming concepts and troubleshooting their code. Additionally, the instructional materials can be revised to include simplified, step-by-step tutorials and visual guides, making the learning process more accessible and less intimidating.

Another challenge involved accessing high-resolution satellite imagery, which was essential for certain aspects of the project. Students may find it difficult to locate and retrieve suitable imagery due to a lack of familiarity with relevant platforms and tools. To overcome this, targeted guidance needs to be provided through demonstrations, where instructors walk students through the process of sourcing, interpreting, and utilizing satellite data effectively. These combined efforts will not only help students surmount the initial hurdles but also enhance their confidence and technical proficiency as the project progresses.

Final Thoughts

This lesson exemplifies how STEM education can address real-world crises like deforestation while empowering students as global citizens. By merging technology, ethics, and SDGs into an accessible framework, the curriculum inspires meaningful engagement and actionable learning outcomes. Future iterations will focus on expanding partnerships with refugee communities for direct collaboration and incorporating student testimonials to provide a balanced perspective. This case is also a testament to the importance of strengthening school-university partnerships geared towards enhancing the K-12 curriculum's impact and providing students with access to expert knowledge, advanced resources, and opportunities for applied learning.

Author Information:Jun Kajee

Jun is a lecturer at Southern Utah University (SUU), a non-resident research fellow at the Korea Institute for Maritime Strategy (KIMS) and a researcher for the SeaLight maritime transparency initiative at Stanford University's Gordian Knot Center for National Security Innovation. He has contributed to the academic field through various publications focused on international affairs and international program development. His research has received funding from the European Commission, the Central European Institute for Asian Studies, the Erasmus Mundus Association, Salzburg Global, and the United States Bureau of Educational and Cultural Affairs.

Faqrul Islam Chowdhury

Faqrul is a forestry researcher and academic from Bangladesh, currently based at CREAF, a leading ecological research institute in Barcelona. His research focuses on forest resilience to drought-induced mortality and the long-term impacts of historical land-use, with a strong emphasis on biodiversity conservation. His work directly supports Sustainable Development Goals 13 (Climate Action) and 15 (Life on Land), aiming to develop science-based solutions for forest and biodiversity conservation in the era of global change.