Academic resilience in wartime: Student agency and institutional continuity in sudanese higher education during the ongoing conflict

Abstract

The protracted war in Sudan has severely disrupted the country’s higher education system due to displacing students and faculty, destroying infrastructure, and destabilizing academic operations. This study examines the academic resilience exhibited by Sudanese students enrolled in universities and higher education during the conflict and assesses how institutional responses influenced educational continuity. Drawing on 132 survey responses, both quantitative and qualitative, this study analyzes students' perceptions of university communication, administrative support, faculty engagement, and their own adaptive strategies. Using descriptive statistics, chi-square tests, and logistic regression, the analysis identifies institutional and faculty communication as the strongest predictors of perceived academic continuity. Thematic coding of qualitative responses further reveals the importance of self-directed learning, digital improvisation, and peer collaboration as expressions of student agency under duress. Despite some institutional efforts, students reported significant gaps in communication, procedural support, and inclusive planning. These findings underscore the necessity for crisis-resilient education systems that are participatory, student-centered, and responsive to the unique challenges faced by learners navigating protracted conflict. The study contributes to resilience theory in higher education and offers practical insights for policymakers, educators, and humanitarian actors working to sustain learning in fragile contexts.