This study examines how digital inclusion can enhance educational access and equity for refugee learners facing disrupted schooling due to conflict, displacement, and socioeconomic marginalization. Focusing on Romania, with empirical research conducted in Bucharest, the study investigates how digital tools can reduce barriers such as limited language proficiency, infrastructural gaps, and cultural dissonance.

A mixed-methods design was employed. The qualitative component included 25 in-depth interviews with refugee students, 10 teachers, and 5 NGO representatives, complemented by participant observation in two integration programs in Bucharest. Quantitative data were collected from a survey of 150 refugee learners assessing digital literacy, educational engagement, and socio-emotional adaptation. In addition, a policy review of Romanian and EU-level frameworks was conducted.

Findings show that mobile learning platforms and adaptive e-learning environments significantly improve language acquisition and learner autonomy, while virtual peer-support networks foster intercultural competence and resilience. Nevertheless, challenges remain in terms of fragmented policies, unequal access to digital infrastructure, and insufficient teacher training.

The study highlights the need for coordinated, multi-stakeholder strategies that embed digital inclusion at the core of refugee education policies. It argues that higher education institutions, schools, and NGOs can play a critical role in developing inclusive digital pedagogies and sustainable capacity-building programs. By providing empirical evidence, this research advances the field of inclusive education and contributes actionable recommendations for the socio-educational integration of refugee populations.

Keywords: Refugee education and digital equity, inclusive digital pedagogy, learning barriers in displacement contexts, socio-emotional resilience in education, culturally responsive digital inclusion.