ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Learning Innovations
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1659256
This article is part of the Research TopicLearning on the Edge: EdTech in Conflict-Affected and Fragile RegionsView all articles
Online Learning Amidst Crisis: Perceptions of Gazan University Students
Provisionally accepted
- 1Al-Zaytoonah University of Jordan, Amman, Jordan
- 2Independent Researcher, Amman, Jordan
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In light of the challenges and crises the world is facing, the usage of technology has a significant impact on students' perceptions and learning experiences. Using a qualitative thematic analysis methodology, this study conducted semi-structured interviews with a random sample of fifteen graduate students (eight females and seven males) from Gaza University. It aimed to to shed light on Gazan students' perceptions regarding online learning follwoing the events of October 7th to provide viable solutions that could help them receive appropriate education. The thematic analysis revealed several key findings. Students expressed both gratitude for the continuity of their education and significant frustration with logistical challenges, including inconsistent internet access and frequent power outages. The interviews also highlighted the psychological toll of the crisis, which often impeded their ability to concentrate and engage in online coursework. Students also have a positive perception regrding the convenient, on-demand access to lectures and course content that online learning provides. These findings underscore the dual nature of online learning in a conflict zone: it serves as both a critical lifeline and a source of new stressors. The findings are anticipated to have crucial practical implications for higher education institutions in Gaza, aiding them in optimizing their online learning policies.
Keywords: Online Learning, Crisis, Gaza, Challenges, students' perception
Received: 18 Jul 2025; Accepted: 03 Sep 2025.
Copyright: © 2025 Khasawneh, Alsharif and Khasawneh. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Razan Rateb Khasawneh, Al-Zaytoonah University of Jordan, Amman, Jordan
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