Online Learning Amidst Crisis: Perceptions of Gazan University Students

Razan Rateb Khasawneh^*Bilal AlsharifRonza Rateb Khasawneh

• Al-Zaytoonah University of Jordan, Amman, Jordan

record, please see the below.• Please do not use any extra formatting when editing the templates, and only modify the red text unless absolutely necessary • Submit to Frontiers following the instructions on this page.When the original text contained incorrect information, to preserve the scientific record, please include that text when editing the below templates. For example:There was a mistake in the Funding statement, an incorrect number was used. The correct number is "2015C03Bd051.". The publisher apologizes for this mistake.The original version of this article has been updated. One student (P2) who participated in the study highlighted the multifarious challenges encountered in the online learning environment, stating: "We face many challenges in online learning, including internet instability, tense situations, bombing, destruction, fear, displacement, unstable life, and lack of security and safety. All of these issues make the process of continuing education through online learning complicated." This statement highlighted the various unfavorable circumstances, including significant logistical and psychological disruptions, technological instability, and security risks, that collectively hinder the ongoing implementation of online education. This show that during similar crisis, the normal pressures of learning are compounded. Creating a supportive and forgiving environment becomes not just a pedagogical choice, but a psychological necessity to help students cope with both academic and external stressors (Attia and Algazo, 2025).The original version of this article has been updated.End of template. If you would like to request a correction for a reason not seen here, please contact the journal's editorial office.