Students Navigate Displacement and Digital Barriers in Gaza’s Shattered Academic Landscape
The new academic semester in Gaza began in late March, but the familiar routines of students heading to campuses have been replaced by displacement and scarcity. Israel’s relentless campaign has left universities in ruins, forcing many to shelter in tents or crowded shelters. With physical classrooms destroyed, online learning became the only option, yet students in makeshift camps struggle to access reliable internet, electricity, or even basic necessities.
The shift has turned education into a privilege, leaving thousands without the stability they once relied on. In the absence of functioning universities, the digital divide has deepened. Students like Mariam Nasr, a 20-year-old nursing student displaced from Rafah, describe the toll of studying from tents with limited power and unstable connections.
“Most days, there’s no stable internet or power,” she said. “I rely on my father’s old phone to follow lectures, but it’s barely enough.” The lack of resources has forced many to abandon formal education altogether, disrupting a generation’s access to higher learning. The crisis has also eroded the sense of normalcy that universities once provided.
Solar-Powered University City Emerges as Lifeline for Gaza’s Displaced Students
In the southern Gaza town of al-Mawasi, a makeshift academic hub called University City is defying the odds. Built from salvaged materials like wood and metal sheets, the site hosts up to 600 students daily, offering solar-powered internet, green spaces, and even a small business incubator. Scholars Without Borders, a US-based NGO, designed the space to serve multiple institutions, including the Islamic University and Al-Azhar University, as well as the Palestine College of Nursing.
The initiative operates on a rotating schedule, with each day allocated to a different university to maximize access. Courses requiring in-person instruction, such as practical labs and discussions, are prioritized, reflecting the urgent need for hands-on learning. “This space creates a sense of normal academic life,” said Hamza Abu Daqqa, the organization’s Gaza representative.
“It’s not perfect, but it’s a start.” For students like Amr Muhammad, a first-year nursing student from al-Magahzi Camp, the experience is transformative. “Being here with other students, discussing and engaging in class makes a huge difference,” he said. Despite its modest scale, University City represents a rare effort to restore dignity and purpose.
Persistent Challenges and the Struggle for Educational Resilience Amid Ongoing Siege
The destruction of Gaza’s academic sector has reached catastrophic levels. Over 60 university buildings have been demolished, and more than 7,000 students and academics have been killed or injured, according to Palestinian officials and the Euro-Med Human Rights Monitor. The term “scholasticide” has been used to describe the systematic targeting of education, with universities, professors, and students becoming casualties of the war.
For students like Mariam, the physical and emotional toll of displacement is immense. “I walked nearly four kilometres to get here,” she said, describing the grueling daily commute. “Taxis and carts only accept coins, and I barely had enough to buy a ride.” The lack of fuel, damaged roads, and restricted access to reconstruction materials further complicate efforts to sustain the initiative.
Even within University City, resources are scarce, with students relying on shared devices and intermittent internet. Yet amid the devastation, a fragile hope persists. The University City’s existence proves that education can still thrive, even in the most dire circumstances.
Conclusion
The solar-powered halls of University City symbolize a desperate but vital effort to restore academic life in Gaza. Yet their survival depends on overcoming systemic barriers, from resource shortages to Israeli restrictions on reconstruction. As students like Mariam and Amr reclaim fragments of normalcy, the broader struggle for educational resilience remains tied to the unresolved conflict.
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