The children of transnational migrant workers frequently face systemic institutional barriers that exclude them from formal education, forcing them to rely on under-resourced nonformal learning centers. At Sanggar Bimbingan Sungai Mulia 05 (SBSM 5) in Kuala Lumpur, Malaysia, this structural vulnerability is compounded by traditional, text-dense, and monotonous pedagogical methods that trigger learner disengagement and academic anxiety. This study evaluates an international collaborative initiative designed to overcome these instructional bottlenecks by training non-formal educators to author and implement mobile-optimized digital comics. Grounded in Mayer’s Cognitive Theory of Multimedia Learning and multicultural education principles, the project employed a mixed-methods action research design utilizing the ADDIE framework over a threemonth period. Data were gathered through structured behavioral observations, userexperience surveys, and semi-structured qualitative interviews with educators and center administrators. The empirical results demonstrate a profound dual-transformative impact: first, the structured training successfully elevated the technological self-efficacy and authoring skills of non-formal instructors transitioning them from passive media users into active digital content creators. Second, the deployment of the student-designed digital comics—integrated with Group Guidance (Bimbingan Kelompok) and game-based simulations—dramatically minimized cognitive load, boosted classroom participation,and enhanced peer-to-peer collaboration among the migrant children. The sequential narrative arcs allowed these vulnerable students to safely process accultua- -tive stress, fostering heightened learning motivation, public speaking confidence, and positive identity formation. Crucially, while previous multimedia literature focus extensively on affluent public school infrastructures, this research proves that lowbandwidth digital visual storytelling possesses the structural elasticity to thrive in precarious educational landscapes. This study offers a scalable, economically viable, and culturally responsive blueprint for global educators and policymakers seeking to democratize premium interactive learning and foster psychosocial resilience among marginalized and displaced youth worldwide.