This paper presents lessons from the process of creating and implementing an engineering design course in the Azraq refugee camp in Jordan over multiple iterations from 2016 to 2019. This design course used an innovative localised engineering in displacement curriculum, integrating an active, blended, collaborative, and democratic learning environment. The idea of 'localisation,' building off of authentic learning and participatory design, was central to the contextualised design we use, tailored to local assets, and showcased in capstone projects at the end of the course. The capstone projects consisted of realistic design solutions to problems that refugees faced in their daily lives. We present findings that include a description of the course design and the students' localised products. Further, our thematic analysis provides insights into both the contextual challenges in implementing engineering courses and co-design in refugee camps as well as the pedagogical response to these challenges. Overall, we describe as a general outcome of our study the novel approach to teaching engineering design for learners in the Azraq refugee camp, which could be applied in other contexts. [ABSTRACT FROM AUTHOR]
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