ORIGINAL RESEARCH article
Front. Educ.
Sec. Leadership in Education
This article is part of the Research TopicEducational Leadership and Sustainable DevelopmentView all 24 articles
Learning to Adapt: Technologies and the Construction of Sustainable and Resilient Educational Environments
Provisionally accepted
- 1Saint Joseph University, Beirut, Lebanon
- 2Universite de Picardie Jules Verne IUT d'Amiens, Amiens, France
- 3Laboratoire d’économie, finance, management et innovation LEFMI, Amiens, France
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This study investigates the adaptability and resilience of undergraduate students at a French university during an abrupt switch to online learning. Based on resilience theory and the Technology Acceptance Model (TAM), it explores how students perceived and reacted to digital learning environments during a crisis. The analysis shows how social support networks and participation in virtual communities helped students to manage academic challenges, and how ICTs can create inclusive learning spaces. The research combines Connectivism and Technological Pedagogical Content Knowledge (TPCK) perspectives, highlighting the potential of ICTs to promote pedagogical equity. A post-crisis questionnaire gathered data from 402 students at the IUT in Oise, and factor analysis revealed three factors: teacher innovation, student emotional responses, and practical challenges. Results show that learning perceptions vary by level of study, with master’s students being more engaged. The findings stress the importance of educational and technical support to create equitable digital learning environments. This study contributes to the discussion on sustainable and inclusive education by seeing ICTs as tools not only for continuity but for transformation and opening the way to more resilient and accessible academic ecosystems.
Keywords: digital technologies, distance learning, Emergency remote learning, Online Learning, Resilience theory, Technology acceptance model
Received: 15 Aug 2025; Accepted: 09 Dec 2025.
Copyright: © 2025 Mallah Boustani, Mourtajji and ARTS-CHISS. 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: Nada Mallah Boustani
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