Wartime Education Mobility and Displacement: An Observation of Challenges Faced By Students and Their Future

Abstract

Wars have a negative impact on higher education as they harm staff and students and lead to a financial burden on institutions. Mobility and displacement events, such as the recent Taliban takeover of Kabul, have a significant impact on education, especially for Afghan students who were forced to flee. Displacement has a psychological impact on students and teachers, including fear, anxiety, and cultural challenges. Despite support from some organizations, the long-term impact of displacement on education remains uncertain. However, there is no quantitative data on the displacement of Afghan students in August 2021 due to the Taliban takeover of Kabul. Collecting and analyzing these data could help determine the impact of displacement on Afghan students and inform policymakers about the long-term consequences of such events. The chapter is based on interactions with these students over 18 months and provides an insight into the lives of these students after their displacement, their challenges, and their goals for the future. The views and opinions expressed in this chapter are those of the author and should not be attributed to any organizations or institutions. From the experiences of these students, it is clear that displacement is a difficult transition and presents many challenges. Nevertheless, these students are hopeful about the future and continue to strive toward their goals. This resilience and determination in the face of adversity is a testament to the strength of these students and should be admired. This knowledge has shaped the content of this chapter as well as the researcher’s thoughts and perspectives on the subject.

Citation

Kohli, A. (2024), "Wartime Education Mobility and Displacement: An Observation of Challenges Faced By Students and Their Future", Sengupta, E. (Ed.) War, Mobility, Displacement and Their Impact on Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 55), Emerald Publishing Limited, Leeds, pp. 123-135. https://doi.org/10.1108/S2055-364120240000055008