Abstract This research examines the impact of the national power outages during the last quarter of 2024 on students in the hybrid modality at the Universidad Politécnica Estatal del Carchi (UPEC) [State Polytechnic University of Carchi], Ecuador. The study analyzes the effects on academic continuity, access to digital resources, and student persistence. Adopting a mixed-methodological approach, a survey was administered to 177 affected students to identify their adaptation strategies and the socioeconomic barriers encountered. The results reveal a significant energy-digital gap, where students resorted to precarious solutions such as mobile data consumption and portable power units, facing high costs and logistical limitations. Furthermore, the findings evidence a decline in student motivation, with a critical proportion considering academic withdrawal due to systemic uncertainty. The discussion highlights the urgency of moving beyond traditional contingency planning toward energy-resilient educational models. It concludes that the sustainability of hybrid education in Latin America is structurally dependent on basic infrastructure, challenging the assumption of universal digital ubiquity.
It is proven that a child’s "digital co-presence" with peers in Ukraine acts as an intergenerational buffer, significantly reducing maternal guilt complexes and adaptation stress, and a two-level model of constructing a "New Self" is conceptualized.
Tetyana Poverlyak, Liudmyla Lahuta· Metaverse Science, Society a...· 0 citations
The COVID-19 pandemic accelerated digital transformation in higher education worldwide, including in Morocco, where universities rapidly shifted to remote and hybrid learning (Hodges et al., 2020; UNESCO, 2020). This study examines the evolution of digital infrastructure in Moroccan universities before and after the pandemic using a comparative analysis of 2019 and 2023 data. Four key indicators are analysed: MARWAN connectivity, Wi-Fi access points, multimedia rooms, and internet speed. The results show substantial improvements across all indicators, with growth ranging from 1.5x to 4x, confirming the pandemic as a major driver of higher education digitalisation in Morocco. These findings are consistent with global evidence on crisis-driven educational innovation (Bozkurt et al., 2020; Williamson et al., 2020) while highlighting the countrys significant infrastructural progress (Ben Henda & Elouali, 2022).
Abdelatif Khaldouni, Youssef El Mdari, Youssef Naimi et al.· International Journal of Adv...· 0 citations
The era of technological disruption brought massive changes that not only transformed the industrial sector, but also the order of values, culture, and character of the nation. Students as a digital native generation are at the forefront of this change, but at the same time are the most vulnerable group to exposure to transnational ideologies, individualism, and digital polarization. This research aims to analyze the real challenges faced by Pancasila Education in higher education in the era of disruption, as well as formulate strategies to strengthen the adaptive national character for students. The research method used is literature review by collecting, reducing, and analyzing data from various scientific literature, books, and related reputable journals. The results of the study show that the main challenges of Pancasila Education include the obsolete conventional learning methodology and the massive flow of foreign information that obscures local values. The recommended strategies are the reconstruction of a digital-based curriculum, the use of media-rich learning, and the internalization of Pancasila values through an interactive cyber-pedagogical approach.
Muhammad Fadli, Maswita· Edelweiss : Journal Of Innov...· 0 citations
This dissertation examines the transformative potential of integrated STEM (Science, Technology, Engineering, and Mathematics) education as a catalyst for sustainable development in the West Bank, Palestine, amid the constraints of Israeli occupation. It explores how structural barriers—including restricted movement, inadequate infrastructure, limited resources, gender disparities, and sociopolitical instability—undermine access to quality education and impede efforts to build a knowledge-based society. Employing a qualitative research design, the study draws on interviews with college professors and NGO professionals to investigate how integrated STEM education can foster critical thinking, innovation, and problem-solving skills that address pressing local challenges such as water scarcity, renewable energy, and economic resilience. Findings reveal that integrated STEM education plays a pivotal role in empowering Palestinian students, enhancing workforce readiness, and advancing national sustainable development goals. However, its implementation faces significant challenges, including outdated curricula, limited technological infrastructure, insufficient teacher training, and persistent gender inequalities. Participants emphasized the urgent need for comprehensive policy reforms, localized curriculum development, sustained teacher professionalization, and strategic international partnerships to overcome these barriers. The study further highlights how STEM education can strengthen cultural identity, promote social cohesion, and build institutional resilience in contexts of political instability. By situating STEM education at the intersection of governance, sustainability, and social justice, this dissertation contributes to scholarly discourse on education in conflict-affected regions and offers actionable recommendations for policymakers, educators, and NGOs. It argues that investing in integrated STEM education is not only a pathway to sustainable development but also a means of strengthening Palestinian agency and resilience under occupation.
The integration of digital technologies into higher education has become a defining transformation of the contemporary university, and Morocco offers a distinctive case of this global movement. This paper reviews the evolution of digitalization in Moroccan higher education, from the earliest national information and communication technology (ICT) integration efforts of the late 1990s to its recent framing as an institutional requirement rather than a strategic option. Drawing on a qualitative synthesis of the existing literature, it examines peer-reviewed journal articles, conference papers, and institutional and policy reports published between 2008 and 2025, retrieved from academic databases including Semantic Scholar, ScienceDirect, SpringerLink, and Google Scholar. The reviewed literature is organized into five analytical phases: the theoretical foundations of technology adoption and integration; the global emergence of e-learning; pre-pandemic digitalization in Morocco; the COVID-19 acceleration; and the post-pandemic shift toward institutionalization. The review identifies a consistent pattern: despite successive national strategies, digitalization is repeatedly described as partial, unevenly resourced, and constrained by a recurring set of obstacles - inadequate digital infrastructure, limited faculty training, resistance to pedagogical change, and a persistent urban-rural digital divide. The COVID-19 pandemic acted as a catalyst that shifted digitalization from an optional initiative to an operational necessity, while more recent policy frameworks, notably the PACTE ESRI 2030, reinforce its status as an institutional obligation. Unlike prior reviews centred on institutional performance or digital inclusion specifically, this review foregrounds the historical trajectory of the transition itself, and it outlines underexplored areas - particularly long-term learning outcomes and regional disparities - that remain open for future research.
Ahlam Bouti, Sana Sakale· International journal of Eng...· 0 citations
Digital transformation in higher education is frequently framed in terms of access and adoption. Such framings generally failed to consider how digital higher education systems function under conditions of persistent infrastructural instability and constrained institutional capacity. This study examines Liberian educators’ experiences of digital provision under conditions of fragility in the country’s higher education sector. Based on data from interviews and a survey with 22 educators across 11 Liberian tertiary institutions, the research found that continuity is sustained to a great extent not through the provision of technological systems and user acceptance of those systems, but rather through educators’ adaptations to the unstable state of the technological infrastructure. The educators’ responses fall into four main instability absorption categories—responsibility displacement; non-institutional and informal communication infrastructures; communicative labour; and uneven digital labour—and the study proposes the instability absorption model (IAM) to explain how these absorption practices sustain digital education delivery. The model frames technology adoption under conditions of fragility as a process of sustained operationalisation, where systems continue functioning through continuous human absorption of infrastructure disruption.
Olajide Jolugbo, Agnes Reeves-Taylor· The African journal of infor...· 0 citations