Innovative Strategies for Addressing Educational Challenges in Universities During Wartime: A Comprehensive Vision for Enhancing Academic Sustainability and Institutional Adaptation
DOI:
https://doi.org/10.69867/qqbe9n34Keywords:
higher education, war, academic sustainability, distance learning, institutional adaptationAbstract
Innovative Strategies for Addressing Educational Challenges in Universities During Wartime: A Comprehensive Vision for Enhancing Academic Sustainability and Institutional Adaptation
Downloads
References
أولاً: المراجع العربية:
• أبو ركبة، محمد. (2021). تأثير النزاعات المسلحة على التعليم في فلسطين. المجلة الدولية للتعليم في مناطق النزاع، 5، 45-60.
• البنك الدولي. (2019). تقرير تأثير النزاع على التعليم في اليمن.
• برنامج الأمم المتحدة الإنمائي. (2021). إعادة بناء الجامعات في اليمن: تقرير تأثير النزاع.
• الحريري، عبد الله. (2012). إدارة الأزمات: المفاهيم والأساليب. الدار العربية للكتاب، 111-130.
• خليل، أحمد. (2016). الاستجابة للأزمات: أساليب واستراتيجيات. المنظمة العربية للتربية والثقافة والعلوم، 60-75.
• الدليمي، سامي. (2019). الآثار النفسية والاجتماعية للأزمات على التعليم. المكتبة الجامعية، 274-290.
• الشيماء، صلاح علي محمد. (2020). معايير ضمان جودة التعليم في حالات الطوارئ. المجلة التربوية لتعليم الكبار، كلية التربية، جامعة أسيوط، 5(2)، إبريل 2020.
• عطية، عادل. (2015). إدارة الأزمات التعليمية في ظل الصراعات. المركز العربي للدراسات والبحوث، 88-105.
• العدوان، محمد. (2015). إدارة الأزمات التعليمية في ظل الصراعات. الدار العربية للكتاب، 45-60.
• عقيلان، محمد. (2015). إدارة الأزمات في المؤسسات التعليمية: التحديات والاستجابة. دار الثقافة، 19-30.
• المغربي، يوسف. (2019). إدارة الأزمات التعليمية: التحديات والحلول. المؤسسة العربية للدراسات، 75-90.
• محمد، حسين. (2018). التواصل الفعال أثناء الأزمات التعليمية. المؤسسة الجامعية للنشر، 306-320.
• وزارة التربية السورية. (2020). التعليم الرقمي في سوريا: التحديات والإنجازات. دمشق، سوريا.
• اليونيسف. (2020). التعليم في النزاعات: حالة اليمن.
• اليونسكو. (2020). تقرير عن التعليم في سوريا. منظمة الأمم المتحدة للتربية والعلم والثقافة.
ثانياً : المراجع العربية الإنجليزية
• Abu Rukbah, M. (2021). The impact of armed conflicts on education in Palestine. International Journal of Education in Conflict Zones, 5, 45-60.
• The World Bank. (2019). Report on the impact of conflict on education in Yemen.
• United Nations Development Programme (UNDP). (2021). Rebuilding universities in Yemen: The impact of conflict report.
• Al-Hariri, A. (2012). Crisis management: Concepts and methods. Arab Book House, 111-130.
• Khalil, A. (2016). Crisis response: Methods and strategies. Arab Organization for Education, Culture and Science, 60-75.
• Al-Dulaimi, S. (2019). The psychological and social effects of crises on education. University Library, 274-290.
• Al-Shaimaa, S. A. M. (2020). Quality assurance standards in education during emergencies. Adult Education Journal, Faculty of Education, Assiut University, 5(2), April 2020.
• Atiyah, A. (2015). Educational crisis management in the context of conflicts. Arab Center for Studies and Research, 88-105.
• Al-Addawan, M. (2015). Educational crisis management in conflict situations. Arab Book House, 45-60.
• Aqilan, M. (2015). Crisis management in educational institutions: Challenges and responses. Dar Al-Thaqafa, 19-30.
• Al-Maghrabi, Y. (2019). Educational crisis management: Challenges and solutions. Arab Studies Foundation, 75-90.
• Muhammad, H. (2018). Effective communication during educational crises. University Publishing House, 306-320.
• Syrian Ministry of Education. (2020). Digital education in Syria: Challenges and achievements. Damascus, Syria.
• UNICEF. (2020). Education in conflicts: The case of Yemen.
• UNESCO. (2020). Report on education in Syria. United Nations Educational, Scientific and Cultural Organization.
ثالثاً: المراجع الأجنبية:
• Al-Hassan, S., & Ghazi, M. (2017). The psychological impact of war on university students and their academic performance: A study from Palestine. Journal of Conflict and Education, 9(2), 25-40.
• Al-Maqtari, R. (2018). Virtual universities as a solution for higher education during conflict: The Yemeni experience. International Journal of Educational Technology, 10(2), 101-115.
• Bates, T. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. Tony Bates Associates Ltd.
• Becker, G. (1964). Human capital: A theoretical and empirical analysis with special reference to education. University of Chicago Press.
• Bergmann, J., & Sams, A. (2014). Flip your classroom: Reach every student in every class every day. ASCD.
• Chang, T., & Lee, H. (2021). Mobile universities: Technology as a tool for educational continuity in conflict zones. Educational Technology Today, 15(4), 220-235.
• Darling-Hammond, L. (2021). Educational resilience: Adapting systems for crisis and recovery. Educational Leadership Journal, 79(1), 45-58.
• Global Coalition to Protect Education from Attack (GCPEA). (2019). Protecting education in conflict zones: Global coalition to protect education from attack report.
• Hayes, S. (2019). Leadership in crisis: The role of educational leaders during times of emergency. International Journal of Educational Management, 33(2), 123-137.
• Johnson, P. (2019). International partnerships for conflict-resilient education: A new approach for universities in war zones. Global Education Review, 6(3), 89-107.
• Khouri, N. (2020). Flexible education models for students in conflict zones: Lessons from Iraq and Afghanistan. Middle East Education Review, 17(1), 77-92.
• Regehr, C., & Bober, T. (2020). Trauma and crisis in higher education: Psychological support for students in conflict zones. Higher Education Research Journal, 25(3), 220-245.
• Smith, J. (2020). Remote learning in conflict zones: A case study of university education during the Syrian conflict. Journal of Higher Education Studies, 32(1), 45-60.
• The World Bank. (2016). Education and conflict: A report on the impact of conflict on education in post-conflict countries.
• UNESCO. (2020). Education in emergencies: A guide for effective response. Paris: UNESCO.
• Willingham, D. T. (2009). Why don't students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. Jossey-Bass.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 نبيل أحمد مسمح، آمال أحمد الكرد (مؤلف)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The Journal of the Palestinian Educators Association for Literature, Educational and Psychological Studies
E-issn: 2789-1941
Authors retain Copyright
The Journal of the Palestinian Educators Association for Literature, Educational and Psychological Studies allows Authors retain Copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
Provided they are the owners of the Copyright to their work, authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories, disciplinary repositories, or on their website) prior to
and during the submission process.
