The Dynamics of Palestinian Children's Resilience in Pursuing Education in the Midst of Protracted Conflict and Indonesia's Role in Supporting It

Abstract

The protracted Israeli-Palestinian conflict has devastated the educational infrastructure of Palestine, particularly affecting children’s access to safe and quality schooling. In this context of systemic violence and occupation, education becomes more than a pedagogical endeavor—it emerges as a form of cultural resistance and a symbol of national hope. This study explores the educational resilience of Palestinian children amidst armed conflict, emphasizing how learning becomes both a survival strategy and a political act. Employing a qualitative phenomenological approach, data were gathered through in-depth interviews with humanitarian workers and analysis of secondary sources spanning 2018–2024. The findings identify four major themes: (1) strong personal motivation to pursue education despite trauma; (2) the role of community and family support in sustaining access to learning; (3) structural barriers such as school bombings, blockades, and displacement; and (4) innovative adaptive strategies including learning in refugee camps, mobile e-learning, and community-run schools. Notably, the study also highlights Indonesia’s strategic role as a Global South actor in supporting Palestinian education through humanitarian diplomacy, scholarships, and civil society solidarity. This research contributes to postcolonial education studies by framing resilience not merely as psychological endurance but as a collective, political articulation of identity and resistance. The study calls for stronger international collaboration to safeguard education in conflict zones and to reaffirm the right to learn as a pillar of human dignity and peace.