ISSN: 2222-6990
Open access
In war-affected Gaza, where traditional education infrastructure has collapsed, students have turned to digital platforms for continued learning. This study examines the effects of technical, economic, psychological, and academic challenges on students’ performance and technological vigilance during electronic examinations. Drawing from a sample of 3349 undergraduate students and employing a descriptive-correlational design, findings indicate that severe infrastructural limitations, financial hardship, and psychological distress significantly hinder students’ exam experiences. Nevertheless, students exhibit notable adaptive behaviors, including contingency planning and digital resilience. These results reveal a dual narrative of adversity and innovation and highlight the urgent need for structural, psychological, and pedagogical support in conflict-based digital education.
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