Educational Disruption and Resilience during War in Sudan: Experiences and Priorities for Sustainable Reconstruction
DOI:
https://doi.org/10.61227/arji.v8i3.859Keywords:
armed conflict, educational disruption, , educational resilience, sustainable reconstruction, education in emergenciesAbstract
The war in Sudan has severely disrupted education through infrastructure destruction, displacement, institutional closure, and interruption of essential services. This qualitative study examined stakeholders’ experiences of educational disruption and their priorities for sustainable recovery. The study was conducted from January to April 2026. Semi-structured interviews were conducted with 40 participants, including school teachers, university lecturers, secondary and university students, educational administrators, and education officials or experts. Thematic analysis generated five themes: destruction of educational environments; fragmented access and learning continuity; institutional, educator, and community resilience; constrained digital and alternative learning; and priorities for sustainable reconstruction. Participants reported that damage extended beyond buildings to laboratories, libraries, utilities, records, administrative systems, and digital connectivity. Displacement, interrupted assessment, staff mobility, and unequal access to alternatives increased the risk of educational exclusion. Flexible schedules, relocation, shared learning spaces, teacher adaptation, community initiatives, and mobile communication supported partial continuity but remained unequal and difficult to sustain. Sustainable reconstruction should integrate safe infrastructure, learner reintegration, teacher development, appropriate technology, renewable energy, emergency planning, and coordinated governance. The study concludes that educational resilience depends on restoring the interconnected conditions that enable equitable and continuous learning.
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