Resilient Learning Amidst Conflict: Empowering Education Through E-Learning

Abstract

The civil war in Sudan has severely damaged the educational system, creating an urgent need for alternative solutions to ensure the continuity of education. Consequently, this study investigates the viability of online learning as a tool to address these challenges. Focusing on four schools: Oxford, Newchild, Apolo, and Manal, the research aims to determine whether online learning through the use of e-platforms can support education during a crisis. Additionally, data was collected through a survey of 30 teachers from these schools, using a mixed-method approach to assess their perspectives on the feasibility, benefits, and challenges of online learning in times of conflict. The results revealed significant obstacles to implementing online learning in conflict-affected schools. These challenges include the need for teacher training on digital tools, technical difficulties in monitoring student engagement and academic progress, and a lack of quality educational materials adapted for online learning. Despite these challenges, educator’s also highlighted key benefits of online education, such as facilitating student centered learning activities and maintaining continuity in the learning process during crises. The study recommends extensive teacher training in digital literacy, substantial investment in technological infrastructure to close connectivity gaps, and the development of high quality, conflict sensitive educational content. Furthermore, the findings contribute to the broader debate on recovery education in post-conflict regions and offer valuable insights for policymakers and stakeholders to position online learning as a potentially transformative solution for the future of education in Sudan.