Digital education for peacebuilding in post-conflict contexts: A systematic review of ICT-enabled learning with insights for rebuilding Sudan, Denis Musinguzi, Professor Joseph M. Ntayi, James Mubangizi and Tonny Kiggundu
Denis Musinguzi
Uganda Martyrs University
Uganda
Professor Joseph M. Ntayi, James Mubangizi and Tonny Kiggundu
Makerere University Business School
Makerere University
Uganda
Background: In areas of conflict, digital education is a crucial approach to maintaining learning and peacebuilding. While the literature on ICT-based educational interventions is abundant with the variety of interventions, their efficiency and contextual appropriateness are still understudied; even less in terms of system re-construction as in the case of Sudan.
Objectives: This Systematic Literature Review (SLR) synthesizes empirical evidence regarding ICT-mediated education tapping in post-conflict and fragile settings. It answers four research questions: (1) What types of ICT interventions have been implemented? (2) What educational and peacebuilding outcomes have been documented? (3) What contextual factors enable or hinder these interventions? and (4) What lessons can inform the reconstruction of Sudan’s education system?
Methods: Following the SPIDER criteria, 49 peer-reviewed studies were selected via systematic searches of Scopus and Web of Science and databases of grey literature. Intervention types were categorized, outcome patterns were synthesized, enabling and hindering factors were found, and translation lessons were drawn, using a thematic analysis.
Results: Results showed a diverse set of ICTs—mobile learning, offline digital tools, blended models, and peace education platforms—deployed in a variety of conflict environments. Recorded impacts included better access to learning and continuity of education, increased social cohesion, leadership strengthening and recovery from trauma. Enabling factors such as institutional readiness, cultural adaption, teacher capacity and community engagement and barriers such as limited connectivity, and funding fragility and gender differences are highlighted. Twelve key lessons identified to guide Sudan’s education recovery strategy.
Conclusion: ICT in education can be a powerful instrument to reconstruct disrupted education systems and to build peace in conflict affected areas. Whether they will succeed in Sudan, however, will largely depend on how well they are strategically incorporated, locally owned, inclusively designed and sustainably aligned with policies. In addition, impact evaluation by country and across time should be based on longitudinal studies and coordination across multiple sectors in order to ensure that digital innovation will reach its full potential for educational recovery.
Keywords: Digital Education, ICT Intervention, Post-conflict Reconstruction, Educational Continuity, Peace Building, SPIDER Framework, Fragile States, Teacher Education, Mobile Learning, Offline Solution, Education Equity.