Mataram, University of Mataram — For nine students from Myanmar, continuing higher education was about more than simply moving from one classroom to another. Uncertainty in their home country had disrupted their educational journeys, leaving the continuation of their studies uncertain. Through the Virtual Top-Up Degree scholarship under the EU Mobility Programme for Myanmar (EMPM), an opportunity to resume their education opened up, allowing them to continue their studies at the University of Mataram (Unram) and ultimately earn their bachelor’s degrees.

EMPM is an education programme for young people from Myanmar funded by the European Union and implemented by DAAD, Campus France, and Nuffic. Nuffic Southeast Asia is responsible for implementing the Virtual Top-Up Degree scholarship programme.

The nine students studied in the English Education Study Programme, Faculty of Teacher Training and Education (FKIP), University of Mataram. They attended classes online from different countries while continuing to work as tutors, teachers, and professionals in other fields. Their education continued across borders and under circumstances far removed from a conventional university experience.

On 23 September 2026, much of their academic journey, which had taken place remotely, finally led them to Lombok. All nine students attended Unram’s graduation ceremony in person, marking the completion of a long educational journey shaped by numerous challenges and limitations. Some had even saved money for around a year to make the journey to Indonesia and be present for a moment they had worked towards from different corners of the world.

Keeping Education Within Reach

For Ei Zar Thin, the opportunity provided through EMPM brought an interrupted education back on track. She sees education as an important part of her future and as an opportunity to pursue dreams that had been put on hold.

“Coming to Indonesia is not just about completing my degree. It is a chance to continue a dream that has been interrupted many times.”

The experience of having her education disrupted also changed the way Nyi Nyi Tar viewed the opportunity to learn. Something once taken for granted became deeply valuable. For her, education is no longer simply about earning a degree, but also about personal growth, meeting people from different backgrounds, and opening new possibilities for the future.

For Thandar Aung, the opportunity was also connected to a goal she had held since childhood: completing higher education and using her knowledge to contribute to her community. When the COVID-19 pandemic and the situation in Myanmar disrupted her educational journey, she chose to continue her studies.

“I decided not to give up on my goal to continue my education.”

Although their classes took place online from different countries, the students remained connected to the Unram academic community. Juliet Oo recalled how the Myanmar students were treated as part of the academic community from the beginning of their studies. When they decided to travel to Lombok for graduation, lecturers and the Office of International Affairs also supported them throughout the preparations.

That sense of connection continued when they arrived in Lombok. The students appreciated the warm welcome and attention they received. Paing Khant Zaw recalled one simple detail that, for him, reflected that care: lecturers and staff made an effort to pronounce the Myanmar students’ names correctly.

“They tried their best to pronounce our names correctly.”

For the students, the experience showed that meaningful academic connections can be sustained even when learning takes place remotely, through the support of lecturers, academic services, and relationships with the wider campus community.

Learning Beyond Distance and Limitations

Studying across countries also introduced the students to a different learning experience. Khun Hein Htet Aung found learning at Unram more flexible and interactive than the more traditional, examination-oriented education he had previously experienced. Tutorials, assignments, practical activities, and the use of technology became integral parts of his learning journey.

At the same time, the experience shaped how the students understood their own abilities. Aung Minn Khant reflected on the journey as one that strengthened his understanding of resilience and the importance of giving his best in the face of challenges.

“Based on my experience, my perspective on my resilience is very strong. I believe resilience can shape the way we move forward, and I put my effort into everything throughout this journey.”

For some of the students, graduation is also the beginning of what comes next. Myue Eain Cis plans to pursue a master’s degree and use the knowledge gained through her studies to continue contributing to education in her community.

The journey of the nine Myanmar students demonstrates how continuity in education can be sustained even when conventional pathways are disrupted. Through EMPM, their learning at Unram continued across borders, allowing them to study while pursuing their professional lives, before ultimately bringing them back to campus to receive their degrees in person in Lombok.

More than an academic achievement, their experience highlights the role of education in keeping learning opportunities open for students facing barriers to continuing their studies. This contribution aligns with Sustainable Development Goal 4: Quality Education, particularly by expanding access to inclusive education and enabling learning to continue amid challenging circumstances.