Author Information
Elie Daher, International Executive School, FranceSoula Kyriakou, International Executive School, France
Zina Kyriakou, International Executive School, France
Abstract
The Israel-Hezbollah conflict has severely disrupted education in Lebanon, leading to the destruction of educational infrastructure and the displacement of students. In response, educators have increasingly turned to distance learning solutions to maintain educational continuity and protect students from harm in conflict-affected areas. This qualitative, phenomenological study explored the experiences of 16 Lebanese students - 9 high school and 7 university students - who transitioned to distance learning during the conflict. Through interpretative phenomenological analysis, four key themes emerged: (1) students recognized the necessity of distance learning, appreciating its role in maintaining academic progress and avoiding delays in obtaining qualifications; (2) distance learning helped reduce exposure to physical harm, offering safety by limiting the need for students to leave their homes or shelters (e.g., bomb shelters); (3) the transition to distance learning was hindered by technological difficulties, including inadequate IT infrastructure and a lack of familiarity with digital tools; and (4) unreliable electricity and internet services, resulting from attacks on infrastructure, required flexibility from educators regarding deadlines and class attendance. The findings highlight both the resilience of Lebanese students and the potential of distance learning as an emergency educational intervention, while underscoring the critical need for enhanced technological infrastructure and comprehensive support systems in conflict-affected regions.
Paper Information
Conference: ECE2025Stream: Learning Experiences
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Daher E., Kyriakou S., & Kyriakou Z. (2025) Distance Education During Times of War: Lebanese Students’ Experiences Amid the Israel-Hezbollah Conflict ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 105-119) https://doi.org/10.22492/issn.2188-1162.2025.10
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.10
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