Murad Alhamwi, The ESOL Action Hub Lead and Coordinator, City Development Department, Liverpool City Council, explores how EdTech can support refugee and migrant integration by combining language learning with digital literacy. It highlights a practical model implemented in Northwest England that improves access to services, builds confidence and strengthens community participation.
This report presents the development and implementation of a digital inclusion model in the Northwest of England, designed to support refugees and migrants in learning English and integrating into local communities. By embedding digital literacy into language learning, the initiative addressed both educational and social barriers. The model demonstrated measurable improvements in confidence, access to services and community participation.
Introduction
Refugees and migrants in the UK face challenges in language acquisition, employment and social integration. According to UNHCR, the UK hosted over 231,000 refugees and 127,000 asylum seekers in 2023. Digital exclusion further compounds these difficulties, as access to education, health services and employment increasingly requires digital competence. Research by the Good Things Foundation shows that digital exclusion is linked to poorer health outcomes, reduced job opportunities and increased isolation.
This project sought to address these challenges by developing a model that integrates educational technology (EdTech) with digital inclusion strategies, enabling refugees and migrants to learn English while simultaneously building digital skills.
Methodology
The methodology for this digital inclusion model was carefully developed to reflect the realities of refugee and migrant learners in Northwest England. It was grounded in established ESOL practice while also responding to the urgent need for digital literacy as a prerequisite for integration. The approach combined pedagogical expertise with community-based collaboration, ensuring that language learning was not treated in isolation but as part of a wider process of empowerment and participation.
Needs assessment and participatory design
The programme began with a comprehensive needs assessment, using surveys, interviews and focus groups conducted in partnership with refugee support organisations and local councils. Learners identified specific barriers such as limited access to devices, lack of confidence in using online forms and difficulties in understanding official communication. Importantly, the assessment highlighted that many learners relied primarily on smartphones, which shaped the mobile-first design of the curriculum. By involving learners directly in the design process, the programme ensured that the content was relevant to everyday challenges such as booking GP appointments, applying for housing or communicating with schools.
Curriculum development and pedagogical integration
The ESOL curriculum was restructured to embed digital literacy into every lesson. For example, lessons on writing formal letters were adapted to include email composition, while sessions on vocabulary for health were linked to navigating NHS websites. Tutors used task-based learning approaches, where learners completed authentic digital tasks that mirrored real-life situations. This integration meant that language learning and digital skills reinforced each other, creating a dual benefit. Learners were not only improving their English but also gaining confidence in using technology to access services and opportunities.
Infrastructure and accessibility
Recognising that digital exclusion is often rooted in lack of access, community hubs were equipped with laptops, tablets and reliable Wi-Fi. Training sessions were designed to be flexible, allowing learners to use their own devices where possible, while also providing support for those unfamiliar with computers. Multilingual digital guides were created to support learners in their first languages, ensuring that instructions were clear and reducing anxiety around technology use. Peer mentors, often former learners, were recruited to provide informal support and build trust within the community.
Technology integration and adaptive tools
The programme introduced widely accessible platforms such as Duolingo, Moodle and speech recognition applications. These tools were not used in isolation but embedded into structured lessons led by ESOL practitioners. For instance, speech recognition software was used to support pronunciation practice, while Moodle provided a space for learners to access resources outside of class. Adaptive learning pathways allowed tutors to differentiate instruction, supporting learners with varying literacy levels and educational backgrounds. This ensured that no learner was left behind, regardless of prior experience.
Community engagement and social capital
Digital platforms were also used to connect learners with volunteering opportunities, cultural events and peer networks. Social media groups provided informal spaces for language practice and community support, reducing isolation and fostering a sense of belonging. Learners were encouraged to use digital tools to participate in local life, whether by registering for community events, joining local clubs or accessing volunteering opportunities. This emphasis on social capital recognised that integration is not only about language proficiency but also about building meaningful connections.
Evaluation and continuous improvement
Evaluation was embedded throughout the programme, using both quantitative and qualitative measures. Platform analytics tracked learner progress, while regular feedback sessions allowed tutors to adapt lessons to emerging needs. Success was measured not only by language assessments but also by indicators of digital confidence, such as the ability to complete online forms independently or engage with local services digitally. This iterative approach ensured that the programme remained responsive and scalable, providing a model that could be replicated across other regions.
Findings
1. Improved language learning
- Learners reported increased confidence in English communication
- Adaptive tools such as Duolingo and Moodle supported personalised learning pathways
2. Enhanced digital literacy
- Participants gained practical skills in email use, online forms and navigating public service websites.
- Voice-to-text tools improved pronunciation and digital confidence simultaneously
3. Community integration
- Digital platforms connected learners to volunteering opportunities, cultural events and peer networks.
- Social media groups fostered peer-to-peer support and reduced isolation.
4. Measurable outcomes
- Increased participation in local services
- Higher completion rates in ESOL modules
- Positive feedback on usability and relevance of digital tools
Policy recommendations
Strengthen digital infrastructure
- Expand community access points with free Wi-Fi and devices
- Prioritise mobile-first strategies for refugee learning platforms
Embed digital literacy in ESOL provision
- Integrate digital skills into all language lessons
- Focus on functional digital tasks relevant to daily life
Support refugee-led initiatives
- Provide funding for refugee-led organisations delivering digital inclusion programmes
- Encourage partnerships between councils, NGOs and community groups
Ensure sustainability and scalability
- Embed digital inclusion into mainstream education and integration strategies
- Adopt open-source or low-cost EdTech solutions for replication across regions
Monitoring and evaluation
- Establish clear metrics for language and digital literacy outcomes
- Incorporate continuous learner feedback for programme adaptation
National policy alignment
- Align local initiatives with UK refugee integration and digital inclusion strategies
- Promote cross-sector collaboration to ensure digital inclusion supports wider integration goals
Conclusion
The Northwest of England model demonstrates that embedding digital literacy into language learning accelerates refugee and migrant integration. By addressing both linguistic and digital barriers, the initiative reduced isolation, improved access to services and empowered individuals to participate fully in society. This model provides a replicable framework for policymakers, NGOs and local councils seeking to build inclusive communities across the UK.
