The Interaction of War Impacts on Education: Experiences of School Teachers and Leaders

Muthanna, Abdulghani; Almahfali, Mohammed Saleh Ali; Haider, Abdullateef

doi:10.3390/educsci12100719

Cited by 8 publications

(8 citation statements)

References 26 publications

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“…Some negative experience was also shared by other education systems worldwide during conflicts and was reflected in relevant research works. Among the devastating effects of war in Yemen on education, Muthanna, Almahfali, and Haider (2022) list the displacement and discrimination, the use of children as fighters for the future, the conflict of identities among children, the destruction of children's physical and mental health, the exploitation of education for financial benefits, the normalization of negative behaviors, and the destruction of teacher's dignity. Assessing the potential effect of civil conflict in the Basque region on the incentives to acquire education, de Groot and Goksel (2011) come to the conclusion that individuals living in conflict areas tend to acquire higher education with a high probability of migration of this group in the future.…”

Section: Literature Reviewmentioning

confidence: 99%

Higher education in the crisis period: A comparative analysis of the Ukrainian experience of online or blended TEFL during the pandemic and the war

Baklazhenko¹,

Kornieva²

2023

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The article is dedicated to the problem of teaching English as a foreign language (TEFL) in higher education during the crisis period by an example of a Ukrainian experience of teaching during the pandemic and the war. In the beginning, the research focused only on the impact of the COVID-19 pandemic on the TEFL at tertiary schools in Ukraine. However, after the outbreak of the war on the territory of Ukraine on 24th February 2022, it became clear that the experience could be extrapolated to the conditions of other crises, in particular, to the conditions of armed aggression. This article uses mixed quantitative and qualitative comparative methods to analyze the survey results of educators' attitudes toward online and blended learning. The blind questionnaire was held in May 2021 and then repeated in February 2023. The participants (n=70, n = 69) were representatives of about 50 higher education institutions (HEI) from all over Ukraine. The research is a case study with context-dependent knowledge; however, it may be with some reservations relevant to other countries under similar conditions. The instrument included 10 questions related to the participant's previous experience of online teaching, reflections on the most difficult elements of online teaching, advantages and disadvantages of online teaching, and types of learning activities that can easily be adapted and transferred into online mode of learning. The questionnaire also covers the role of a teacher in online learning, the overall assessment of the experience of online learning and preferences of the mode of teaching which the teachers would like to preserve. The structure of the questionnaire included 4 multiple-choice single-answer questions and 6 multiple-choice multiple-answer questions. Answers from the two polls of respondents were then compared using Fisher's correlation coefficient to prove the statistical significance of the received data. The results of the questionnaire have shown that the majority of participants (61 %; 42%) think that implementation of blended learning is the best option to use in the universities, thus presenting a need to the higher education system of Ukraine to develop and introduce blended learning curricula.

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Section: Literature Reviewmentioning

confidence: 99%

Higher education in the crisis period: A comparative analysis of the Ukrainian experience of online or blended TEFL during the pandemic and the war

Baklazhenko¹,

Kornieva²

2023

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“…This underscores the need to factor in the prolonged stress effects on students' lives and mental-physical well-being, particularly amid military tensions. These elements might be explored in future studies, given the detrimental effects of warfare on students' educational experiences and mental health [12,13,22].…”

Section: Discussionmentioning

confidence: 99%

“…Research on the impact of military conflicts on education systems is detailed in the study by Muthanna et al [12]. The authors demonstrated how the war in Yemen had a strong negative impact on education.…”

Section: Introductionmentioning

confidence: 99%

Visuo-motor response of students living in areas of military threat

Lutskyi,

Iermakov,

Kryventsova

2023

pcult

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Background and Study Aim. In the modern fast-changing world, university students face a range of complex situations and challenges that require quick and accurate decision-making. In this context, the motor responses of students are crucial for successful adaptation to contemporary challenges. This is particularly important when students live in areas of military conflict. Therefore, the aim of this study is to assess the choice reaction and reaction time to visual stimuli through an online simulation test in university students. Material and Methods. The study involved students from three Ukrainian universities (physical culture faculties). A total of 86 students participated (men – n=38; women – n=48). An online simulation test was used to assess the visuo-motor reaction to visual stimuli. Information about the participants was collected through Google Form. For statistical analysis, the PyCharm CE development environment and various Python programming language libraries were used. Results. Differences in average visuo-motor reaction metrics were established among students from three universities. According to the test results, 9 men (27 clicks in 30 seconds) and 12 women (about 25 clicks in 30 seconds) were assigned to the first quartile. The best result was shown by students from university 2 (0.737 ± 0.19 ms). The best results by universities: men – university 3 (0.73 ± 0.106 ms); women – university 2 (0.785 ± 0.208 ms). It was determined that variations in time intervals between clicks decrease towards the end of the test. Conclusions. The impact of the conflict in Ukraine goes beyond direct physical threats, infiltrating the everyday existence of those in the impacted regions, encompassing college students. In such scenarios, prompt physical responses are vital for effectively adjusting to current challenges.

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“…In Yemen, this is also evident. The country has experienced political instability (Muthanna et al, 2022;Taher et al, 2022) and popular uprisings under the civil war for the last seven years (AlMunifi & Aleryani, 2021), which has influenced university students' dropping out and decreased students' numbers compared to their numbers before the civil war (AlMunifi & Aleryani, 2021). Yemen has been racked by violent conflicts and ongoing crises for years, leading to psychological ill-being among students and damaging students' levels and achievements (UNICEF, 2021).…”

Section: Introductionmentioning

confidence: 99%

Measuring academic self-efficacy and learning outcomes: the mediating role of university English students' academic commitment

AL-Qadri,

Mouas,

Saraa

et al. 2024

Asian. J. Second. Foreign. Lang. Educ.

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Studying determinant factors for effective learning communities has become a priority for sustainable education in Yemen. Yet, comprehensive knowledge of academic self-efficacy (ASE), academic commitment (AC), and learning outcomes (LOs) variables is limited in higher education, particularly. This research aimed to examine the role of these variables in enhancing the learning attainments of Yemeni university students by studying the direct impacts of ASE and AC on LOs, the influence of ASE on AC, and, lastly, how AC mediates the relationship between ASE and LOs. The research employed a meticulously validated measurement model encompassing 12 ASE items, 10 LOs items, and 27 AC items, using robust statistical methods such as EFA, CFA, and SEM. The study engaged 611 students aged 19–27. Empirical findings confirmed the significant impact of ASE on AC and LOs, as well as the impact of AC on LOs, both of which serve as vital factors in the academic context. Moreover, the research identified an indirect influence of ASE on LOs mediated through AC. On the other hand, the results concerning the demographic variables indicated significant differences between gender and age groups, as well as between age and educational level groups. However, no differences were found when comparing gender and level groups or when considering gender, age, and level together for ASE and LOs. In contrast, for students' AC, all comparisons were significant except for the gender and age comparison. The study offers valuable insights into educational practices and policies and concludes with practical recommendations to enhance the academic environment, informed by these study outcomes.

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The Interaction of War Impacts on Education: Experiences of School Teachers and Leaders

Cited by 8 publications

References 26 publications

Higher education in the crisis period: A comparative analysis of the Ukrainian experience of online or blended TEFL during the pandemic and the war

Higher education in the crisis period: A comparative analysis of the Ukrainian experience of online or blended TEFL during the pandemic and the war

Visuo-motor response of students living in areas of military threat

Measuring academic self-efficacy and learning outcomes: the mediating role of university English students' academic commitment

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