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Vol. 3 No. 4 (2026): October

Copyright (c) 2026 Mohd Shahbaz Khan, Sameer Babu M, Syarip Hidayat, Mahwish Farooq

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Educational Interventions in Post-War Lands of the Global South

https://doi.org/10.62810/jssh.v3i4.410
Mohd Shahbaz Khan
Jamia Millia Islamia University, Department of Educational Studies, Faculty of Education, New Delhi, India
Sameer Babu M
Jamia Millia Islamia University, Department of Educational Studies, Faculty of Education, New Delhi, India
Syarip Hidayat
University Pendidikan Indonesia, Bandung, Indonesia
Mahwish Farooq
INTI International University, Faculty of Education, Liberal Arts and Social Sciences (FELA), Nilai, Malaysia

Corresponding Author(s) : Mohd Shahbaz Khan

shahbaz2135@gmail.com

Journal of Social Sciences and Humanities, Vol. 3 No. 4 (2026): October

Abstract

Armed conflict in the Global South has created an educational crisis, with millions of children experiencing disrupted schooling, psychological trauma, and compromised life opportunities. This review examines the nature, effectiveness, and sustainability of educational interventions implemented during and after armed conflict. Drawing on 18 peer-reviewed studies from nine countries and regions experiencing conflict, such as Myanmar, Somalia, Gaza, Iraq, Liberia, Sierra Leone, South Africa, Sudan, and Sub-Saharan Africa, the analysis reveals nine thematic domains: (1) the multidimensional impact of conflict on education; (2) psychosocial and trauma-focused school-based interventions; (3) alternative and accelerated education pathways; (4) community-school-family partnerships; (5) curriculum reform and peacebuilding education; (6) literacy interventions in crisis contexts; (7) digital and non-digital educational scenarios; (8) mechanisms of conflict's impact on learning outcomes; and (9) equity, gender, and marginalized populations. Findings indicate that effective interventions share common characteristics: flexibility, community engagement, attention to psychosocial well-being, and responsiveness to local contexts. However, significant gaps persist in longitudinal evidence, comparative effectiveness research, and understanding of scalability. The review concludes with implications for policy, practice, and future research, arguing that education must be conceptualized not merely as service delivery but as a fundamental right and a cornerstone of peacebuilding, reconciliation, and sustainable development in conflict- affected settings.

Keywords

Alternative Education Educational Intervention Global South Peace Education Post-Conflict
Khan, M. S., Babu M, S., Hidayat, S., & Farooq, M. (2026). Educational Interventions in Post-War Lands of the Global South. Journal of Social Sciences and Humanities, 3(4), 910–927. https://doi.org/10.62810/jssh.v3i4.410
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