"BRIDGES" Educational Initiative: Evaluating the Effectiveness of Free English Language Instruction in the Gaza Strip During Forced Displacement—A Comparative Study on its Impact on Academic Achievement and Psychosocial Adaptation in Prolonged Crisis Contexts
DOI:
https://doi.org/10.69867/gefqfp79Keywords:
refugees in Gaza, remote learning, crises, educational challengesAbstract
This study evaluates the impact of the "BRIDGES" educational initiative on enhancing English language skills among middle and high school female students in Gaza, amidst the challenges of forced displacement and ongoing humanitarian crises. Launched in September 2023 as a free program in Al-Nasr camp for displaced persons, the initiative combines traditional teaching methods, such as blackboards and pens, with interactive online activities connecting students with native speakers. Using a qualitative descriptive approach, the study analyzed linguistic progress through direct observation. Despite challenges like limited resources, harsh displacement conditions, and a shortage of qualified teachers leading to long waiting lists, the results showed notable improvements in students’ English proficiency, engagement, and sense of inclusion. The study underscores the need for sustainable support to expand the initiative, recommending increased funding, better educational tools, and collaboration with international organizations to ensure educational continuity in conflict zones.
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أولاً: المراجع العربية:
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ثانياً : المراجع العربية الإنجليزية
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