Background: This systematic literature review examines ICT-enabled education for peacebuilding in post-conflict contexts, offering insights for Sudan’s education rebuilding.
Methods: Using SPIDER criteria and PRISMA guidelines, 49 peer-reviewed studies were selected via systematic searches of Scopus and Web of Science and databases of grey literature.
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 adaptation, teacher capacity, and community engagement, and barriers such as limited connectivity, funding fragility, and gender differences are highlighted. Twelve key lessons were identified to guide Sudan’s education recovery strategy.
Conclusion: ICT can support educational recovery and peacebuilding, but success in Sudan depends on strategic integration, local ownership, inclusive design, policy alignment, and longitudinal, multi-sectoral evaluation to ensure sustainable impact.
