The Effectiveness and Potential of E-learning in War Zones

“In times of war, education becomes more than a tool for learning—it is a lifeline for stability, resilience, and hope. By blending innovative digital strategies with community-driven approaches, we can ensure that education not only survives but thrives, even in the most challenging circumstances.”

Professor Ahmed Tlili, Associate Professor at Beijing Normal University (China) and Visiting Professor at UNIR (Spain)

Education plays a pivotal role in fostering security and stability, yet it is often one of the first casualties of war. The relationship between education and conflict is deeply intertwined—access to quality education is compromised during wars, and the absence of education perpetuates instability, trapping individuals and communities in cycles of violence and insecurity.

In these contexts, education provision becomes a formidable challenge, often disrupted by destroyed infrastructure, limited resources, and psychological trauma. War, described as a “lifetime and life-wide status,” evolves into a self-fulfilling prophecy, deeply impacting societies and making the right to education difficult to uphold.

Despite its critical importance, scant information exists on how education is maintained in war zones. Addressing this gap in the paper “How to Maintain Education During Wars? An Integrative Approach to Ensure the Right to Education,” researchers synthesized global literature to identify 14 educational scenarios and teaching strategies implemented in various war contexts. These strategies range from digital approaches, such as online learning and offline educational apps, to non-digital solutions, like community-based learning and fun-based activities. Crucially, they emphasize the importance of involving not just teachers but entire communities—parents, neighbors, and local volunteers—in the educational process during crises.

As the global push towards digital learning continues, understanding how these strategies adapt to different crises becomes increasingly critical. Prof. Ahmed Tlili, a co-author of the study and a prominent figure in the field of education and crisis learning, offers insights into these findings. His perspectives highlight both the challenges and opportunities of maintaining education in conflict zones and propose actionable solutions for global educators and policymakers. To explore the nuanced topic, Professor Ahmed Tlili discussed these research findings with OnlineEducation.com and actionable solutions on the effectiveness and potential of e-learning in war zones and crises.

Professor Ahmed Tlili is an associate professor at Beijing Normal University, China and a visiting professor at Universidad Internacional de La Rioja (UNIR) in Spain.

He is the Co-Director of the OER Lab at the Smart Learning Institute of Beijing Normal University (SLIBNU), China. He serves as the editor of Springer Series Future Education and Learning Spaces and the deputy editor-in-chief of Smart Learning Environments. He is also the associate editor of IEEE Bulletin of the Technical Committee on Learning Technology.

Tlili is also an expert at the Arab League Educational, Cultural and Scientific Organization (ALECSO). He has edited several special issues in various journals, published several books and academic papers in international reference journals, and presented at global conferences.

He has been awarded the Martin Wolpers 2021 Prize by the Research Institute for Innovation and Technology in Education (UNIR iTED) for excellence in research, education, and significant impact on society. He was also awarded the IEEE TCLT Early Career Researcher Award in Learning Technologies for 2020. Recently, he has been listed in the Stanford/Elsevier top 2 percent influential scientists worldwide for 2024.

Wars disrupt education by dismantling critical infrastructure, severing access to essential resources, and destabilizing utilities that underpin learning environments. Schools, universities, and libraries are often destroyed or repurposed, leaving students without safe spaces to learn and teachers without the tools to teach.

Simultaneously, the loss of power grids, internet connectivity, and transportation networks further isolates learners and educators, cutting off access to digital tools, physical materials, and vital support systems. The scarcity of basic necessities—electricity, books, and writing supplies—creates logistical barriers that are especially challenging in protracted conflicts.

These physical challenges directly affect the implementation of both traditional and alternative educational approaches. Professor Tlili highlights the multifaceted barriers created by such destruction: “In war contexts, even low-tech solutions like radios require power sources, which are often unavailable due to the collapse of electricity grids. This forces us to rethink how education can be delivered in entirely resource-scarce environments.” In such settings, the physical destruction of infrastructure amplifies the need for innovative, low-resource strategies that can operate independently of conventional utilities.

Beyond physical limitations, the psychological toll of war further complicates the education landscape. Students and educators frequently experience trauma from displacement, violence, and loss, which undermines their ability to focus and participate in education. The instability also disrupts the social systems essential for learning, such as parental support or community involvement. Professor Tlili underscores the broader impact explaining, “The destruction caused by war affects not only access to education but also the emotional well-being of learners and educators, creating a need for solutions that integrate psychosocial support with learning.”

These overlapping challenges reveal the immense complexity of maintaining education in war zones. Addressing these obstacles requires solutions that meet immediate physical needs while simultaneously supporting the long-term recovery of students and teachers. Innovative approaches, from community-based learning spaces to low-tech and offline educational tools, offer pathways for preserving education in the harshest conditions.

In the absence of reliable infrastructure and technological resources, offline educational models emerge as critical tools for sustaining learning in war zones. These approaches, grounded in accessibility and adaptability, leverage community engagement and low-tech innovations to ensure that education continues despite the chaos of conflict.

One of the most effective offline strategies is community-based learning, which brings education into the heart of conflict-affected areas. These learning spaces, often improvised in tents, shelters, or open areas, replace traditional schools that are no longer functional. As Professor Tlili explains, “Community-based learning ensures that education comes to the students when they can’t go to schools.” Multi-grade teaching plays a pivotal role in this model, allowing a single teacher to instruct students of varying ages and grade levels in one setting. This not only addresses the shortage of educators but also fosters inclusivity, ensuring that no student is left behind.

Low-tech solutions further bridge the gap where digital tools are unavailable. Radio-enabled education programs have proven especially impactful in regions like South Sudan and Afghanistan. Scheduled broadcasts deliver lessons on core subjects and even incorporate psychosocial support to address the emotional needs of students. Additionally, physical media such as CDs and USB drives preloaded with educational content have been used to reach learners in remote or displaced communities. These tools require minimal resources and can be distributed widely, providing a lifeline for students disconnected from formal education systems.

Another innovative offline strategy is fun-based learning, which incorporates play, music, and storytelling into the educational process. This approach is particularly effective for children who have experienced trauma, as it combines cognitive engagement with emotional healing. Activities like singing and group storytelling not only help children process information but also create a sense of normalcy and joy in otherwise dire circumstances. As Professor Tlili emphasizes, “Learning during war isn’t just about academics; it’s about restoring hope and resilience.”

By integrating community engagement, low-tech tools, and creative teaching methods, offline educational models offer practical and adaptable solutions for maintaining learning in crisis settings. However, these approaches are only part of the solution. When infrastructure allows, digital and blended learning models can complement these efforts, expanding access and enhancing educational outcomes.

While offline strategies provide crucial solutions in areas with minimal resources, digital and online models offer transformative possibilities in war zones where infrastructure is still partially intact. These approaches expand educational access and help integrate modern tools to support both academic and psychosocial needs. As Professor Tlili highlights, “Digital learning, when combined with innovative methods, can connect students to education even in the most disrupted environments.”

High-tech solutions, such as online learning platforms, have proven invaluable in facilitating education during conflicts. For instance, in Ukraine, the All-Ukrainian School Online platform integrates academic instruction with social-emotional learning to support children affected by war. This blended approach not only delivers structured education but also helps students build resilience by addressing the emotional impact of their circumstances. In regions with less severe connectivity challenges, digital classrooms facilitated through tools like Zoom or Microsoft Teams have allowed students to continue learning from home, creating a sense of stability amid upheaval.

In addition to fully online solutions, blended learning models have emerged as a powerful method to combine the strengths of digital and traditional teaching. These models maintain flexibility while addressing diverse needs by integrating online modules with in-person or community-based interactions. For example, in Palestine, teachers used a mix of social media platforms and in-person guidance to support students’ academic progress and emotional well-being. These methods foster connectivity among communities, ensuring that education is not only delivered but personalized to meet the context’s unique demands.

However, digital solutions face significant challenges in war zones. Limited access to electricity and internet connectivity can render even the most robust platforms unusable. As Professor Tlili observes, “The success of digital models depends on the sustainability of supporting infrastructure, which is often the first casualty of conflict.” To mitigate these barriers, innovative technologies such as solar-powered devices and motion-charged tools are being explored. These solutions ensure that students and educators can access educational resources without relying on fragile infrastructure, offering a sustainable path forward.

Moreover, low-bandwidth applications and offline digital libraries provide alternatives in areas with intermittent internet access. These tools optimize the delivery of educational content, allowing students to download materials during brief connectivity windows and study offline. Such adaptations demonstrate the potential of digital learning to overcome even severe logistical challenges, ensuring continuity in education.

Digital and online models, while not universally applicable, play an essential role in complementing offline methods and creating a holistic educational framework for crisis zones. By leveraging innovative technologies and addressing infrastructure gaps, these approaches provide a lifeline for students and teachers, enabling education to persist despite the chaos of war. Integrating digital tools with psychosocial support mechanisms further strengthens their impact, paving the way for more resilient and inclusive learning systems in the future.

Education in war zones is not merely an academic pursuit—it is a pathway to emotional recovery and resilience for both students and teachers. The trauma of war, characterized by loss, instability, and fear, disrupts the mental well-being of individuals, making psychosocial support a crucial component of any educational framework. As Professor Tlili asserts, “Education during crises must address not just intellectual needs, but also the emotional scars left by conflict.”

Psychosocial support programs integrated into education systems are designed to help children process trauma and rebuild their emotional resilience. These initiatives focus on creating safe spaces where students can express themselves freely and engage in activities that promote healing. For example, community-based learning environments often include storytelling, art therapy, and group discussions to foster emotional expression and solidarity. Such approaches not only aid in psychological recovery but also strengthen social bonds among students, contributing to a sense of normalcy in otherwise chaotic environments.

Teachers play a pivotal role in these efforts. Often doubling as caregivers, they are trained to provide emotional support while delivering lessons. Programs like these emphasize techniques for identifying and addressing signs of trauma in students. This dual role can be overwhelming for educators, but with the right training and support, they become key figures in fostering a stable learning environment. Additionally, peer-to-peer interactions within these programs provide students with a sense of belonging, reducing feelings of isolation and fear.

The long-term impacts of psychosocial education are profound. Studies show that children who receive emotional support during conflicts are better equipped to manage stress, focus on their studies, and reintegrate into post-conflict societies. These programs also mitigate the risk of long-term mental health issues such as anxiety and depression, offering children the tools they need to build their futures.

However, integrating psychosocial support into education faces significant challenges. Cultural stigmas surrounding mental health can impede participation in such programs, while the scarcity of trained counselors often limits their reach. To overcome these barriers, Professor Tlili suggests incorporating psychosocial elements into broader educational activities. “Even in resource-constrained environments, teachers can embed resilience-building exercises into daily lessons, ensuring students receive emotional support as part of their learning process.”

Ultimately, addressing trauma through education requires a collaborative approach. Governments, NGOs, and local communities must collaborate to develop and fund comprehensive programs prioritizing learning and emotional recovery. By integrating psychosocial support into educational systems, war-affected societies can begin to heal, creating a foundation for stability and hope in the midst of conflict.

Ensuring sustainable and equitable education during and after conflicts demands coordinated action from governments, international organizations, and local communities. The complexity of delivering education in war zones requires policies that prioritize accessibility, adaptability, and long-term resilience. Professor Tlili emphasizes, “Education in crises is not just about continuity; it is about creating systems that can adapt to extreme conditions while preserving the fundamental right to learn.”

One of the most critical recommendations is the adoption of open science frameworks to facilitate access to educational resources and infrastructure. Open educational resources (OER) provide free and customizable materials that can be tailored to the unique needs of conflict-affected regions. This approach reduces reliance on centralized systems, allowing communities to create and adapt content based on their specific circumstances.

Additionally, open infrastructure, such as satellite-based internet connectivity, offers a lifeline for areas where traditional networks are unreliable or destroyed. For example, satellite technology has been used successfully in Ukraine to restore educational access in war-torn areas, demonstrating its potential to bridge the digital divide.

Curricula in war zones also require significant rethinking. Traditional educational materials often fail to address the immediate needs of students living in crises. Designing “curricula-in-wars,” as Professor Tlili suggests, is essential to focus on survival skills, vocational training, and emotional resilience. These tailored programs can equip students with practical skills for navigating the challenges of war while laying the groundwork for post-conflict recovery. For instance, incorporating first-aid training, basic engineering, or agricultural skills into curricula can provide both immediate and long-term benefits.

Teacher training is another vital area for policy intervention. Educators in conflict zones often face dual responsibilities of teaching and providing emotional support to traumatized students. Training programs must extend beyond pedagogical skills to include survival competencies, psychosocial support techniques, and crisis management strategies. As Professor Tlili notes, “Teachers in war zones are not just instructors; they are lifelines for their students, offering guidance, stability, and hope.”

Stakeholder collaboration is equally crucial. Governments must allocate sufficient funding to education in emergencies, while NGOs and international organizations can provide technical expertise, materials, and on-ground support. Leveraging databases to connect communities with retired teachers, counselors, and other professionals can also enhance the reach and quality of education programs during conflicts. Such networks ensure that qualified individuals can step in to fill critical gaps when local systems are overwhelmed.

Resilience must be built into educational systems to prepare for future crises. This involves integrating flexible delivery models, investing in durable infrastructure, and fostering a culture of innovation within education policy. Governments and international bodies must also ensure that schools and universities are protected under international humanitarian law, as their destruction disrupts education and undermines community stability.

The resilience of education in war zones underscores the profound adaptability of learning systems when faced with extreme adversity. From innovative offline methods to high-tech solutions, education has immense potential to serve as both a stabilizing force and a beacon of hope. As Professor Tlili aptly points out, “Education in crises is not just a tool for continuity; it is an instrument for healing, empowerment, and rebuilding.”

The integration of digital and non-digital approaches ensures that education remains accessible despite infrastructural and logistical challenges. Offline models, such as community-based learning and low-tech solutions, demonstrate how resourceful and inclusive practices can reach even the most marginalized students. Meanwhile, digital innovations, though limited by connectivity and energy constraints, offer scalable solutions for education in conflict-affected areas when infrastructure permits.

Psychosocial support emerges as a cornerstone of these efforts, addressing the emotional scars left by war and fostering resilience in students and educators alike. Such interventions, embedded within broader educational frameworks, highlight the importance of treating education not merely as an academic pursuit but as a holistic process that considers the well-being of all involved.

However, these strategies cannot succeed without the backing of robust policies and collaborative stakeholder engagement. Governments, NGOs, and international organizations must prioritize open science, tailored curricula, teacher training, and resilient infrastructure to create sustainable educational systems. This requires funding and a commitment to safeguarding the right to education as an unassailable human right, even in the midst of war.

As the global community looks to address the ongoing challenges of education in crises, integrated education offers the possibility for transformative change. By embracing innovation, inclusivity, and collaboration, the world can ensure that education remains a source of stability and opportunity, laying the groundwork for a more hopeful and resilient future.