Students’ Academic Resilience in Post-Conflict Regions: A Narrative Inquiry in Northern Iraq
Keywords:
academic resilience, post-conflict education, narrative inquiry, Northern IraqAbstract
This narrative inquiry explores the academic resilience of students in post-conflict regions of Northern Iraq, examining how they navigate educational challenges following prolonged exposure to conflict and instability. Through in-depth narrative interviews with 15 university students from conflict-affected areas, this study reveals the multifaceted nature of academic resilience, including psychological adaptations, social support systems, and institutional factors that enable educational persistence. The findings demonstrate that students employ various coping mechanisms, draw upon familial and community resources, and exhibit remarkable determination to pursue education despite significant adversities. This research contributes to understanding educational resilience in contexts of protracted conflict and offers insights for educational policy and practice in post-conflict settings. The study highlights the critical role of hope, social connections, and institutional support in fostering academic success among students who have experienced trauma and displacement.
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