KAWI: Where learning meets life

Myanmar’s education crisis began long before the 2021 political crisis. For years, many students have faced an education system shaped by rote learning, exam pressure, and limited opportunities to explore ideas beyond the classroom. The pandemic, political instability, and economic pressures have further disrupted access to education for young people across the country.

The 2025 earthquake brought these challenges into sharper focus for five  Parami students who continue to carry KAWI forward: The The Zuu Zin, Nyan Htet Htay Win, Khaing Lwin Lwin Thaw, Pone Nyet Aung, and Chan Haymarn Thaw. Through their earthquake-relief work, they saw how many young people had limited opportunities to continue learning or explore future pathways.

This experience led them to ask how they could make a meaningful difference with the resources available to them. Their question became the starting point for KAWI, a student-led initiative that creates learning opportunities beyond traditional classrooms.

KAWI's final report reveals that since October 2025, KAWI has delivered six program formats, generating approximately 217 participant engagements and reaching an estimated 150 individuals. Its programs have connected learners from 11 regions and states in Myanmar, as well as diaspora communities in seven countries. With less than US$5,000 in grant funding from Parami University, KAWI has developed different ways for young people to explore ideas, exchange perspectives, and connect learning with everyday life.

Its programs include two three-month online liberal arts KAWITIVE batches; the Ah-Lwint Workshop and Exhibition in Mandalay; the Knowledge Co-Production: Co-Learning Journey with Migrant Students and PU Alumni (KAWI) in Mae Sot; the Go Away, Sunday Blues! (GASB) speaker series, and a Visual Storytelling workshop.

Learning to question, reflect and create

At the center of KAWI’s work is KAWITIVE, its three-month online liberal arts program. Across two batches, 62 participants were selected, and 35 completed the program. Through at least seven learning modules over 12 weekends, participants explored education, economics, the environment, identity, media, artificial intelligence, and ethics.

Rather than relying only on lectures, KAWITIVE uses collaborative reading, journaling, group discussions, role-play, case studies, Socratic seminars, and creative assignments. The approach encourages participants to question assumptions, consider different perspectives, and apply what they learn.

In Batch 01, participants’ average self-reported critical-thinking rating increased from 2.38 to 4.08 out of five. Participants also highlighted modules on education, AI literacy, ethics, and the environment as particularly meaningful.

KAWI also brings learning into physical spaces. In Mandalay, the four-day Ah-Lwint Workshop and Exhibition, held in February and March 2026, brought together 29 participants under the theme “My Definition of Success.” Through discussions, outdoor exploration, and creative activities, they reflected on identity, happiness, relationships, and their hopes for the future.

The workshop concluded with an exhibition attended by more than 80 visitors. Participants shared paintings, drawings, clay sculptures, crafts, poetry, and interactive installations, including the Memory Tree and Future Tree. The activities gave participants and visitors opportunities to express ideas, exchange perspectives, and explore topics such as environmental awareness, AI, and personal goals.

Finding knowledge in everyday life

In Mae Sot, Thailand, KAWI organized the Knowledge Co-Production: Co-Learning Journey with Migrant Students and PU Alumni (KAWI) at the KGED site, working with Karen and Karenni students. The initiative combined in-person activities in July 2026 with online sessions throughout September.

The co-learning journey included Socratic seminars, journaling, neighborhood exploration, interviews, and multimedia documentation. Participants used photography, video, audio, sketching, and writing to explore their surroundings and discover how learning connects with everyday experiences.

For example, participants visited a local food stall serving affordable mohinga and interviewed a merchant who supplies Karen products internationally. These activities helped them explore subjects such as economics, anthropology, ethics, and communication through real-life examples.

The program also challenged the KAWI team to listen more closely and respect participants’ perspectives and choices. Rather than expecting young people to contribute to their communities in a particular way, the team emphasized giving them the knowledge and freedom to decide what meaningful contribution could look like for themselves.

Connecting young people with professional experiences

KAWI’s Go Away, Sunday Blues! (GASB) speaker series extended its learning community through conversations with 15 professionals from fields including education, public health, architecture, filmmaking, journalism, entrepreneurship, law, and the arts.

The series received 64 registrations within its first four days, with 59 participants attending the opening session. Through these conversations, participants learned about different career paths, professional experiences, unexpected changes, and the value of continued learning. KAWI also shared recordings within two to three days to support those unable to attend because of electricity or internet challenges.

Alongside its main programs, KAWI provided further learning support through scholarships and mentorship. Five participants received scholarships for a 10-week English for Academic Settings course, while its Tine Pin Phaw mentorship program offered guidance on educational planning, personal essays, CV preparation, applications, and proofreading.

Building a community of learners

KAWI’s participants range in age from 16 to 42, with an average age of around 23. Women made up about 63% of recorded participants. They came from diverse ethnic and professional backgrounds, including students, teachers, healthcare workers, engineers, designers, farmers, freelancers, and development-sector professionals.

Across its programs, participants have created exhibitions, artwork, writing, collaborative maps, field documentation, interactive games, and research activities. These outputs reflect their exploration of education, work, identity, the environment, and their communities.

What began with a question about how four students could support young people has grown into an initiative that explores different ways of learning and connecting. KAWI’s experience shows that meaningful learning can happen beyond traditional classrooms when young people have the space to question, create, collaborate, and shape their own learning journeys.

As the initiative looks ahead, continued support, sustainable funding, and stronger learning resources will be important to expanding its work and creating more opportunities for young people.