Authors: Shirin Zakeri, UnitelmaSapienza University of Rome
Cite this article: click here to copy citation – DOI: https://doi.org/10.65158/CYVU7175
Short Bio: read the authors’ bios
December 2025
Abstract
The digitalisation of education raises urgent questions of equity, transparency and academic integrity, particularly in contexts of conflict and crisis. Drawing on a comparative qualitative analysis of two cases: Palestine and Afghanistan, this article shows how universities, lecturers and students adapt digital tools to secure continuity of teaching and the circulation of knowledge, circumventing physical closures, territorial fragmentation, and barriers related to equity and gender. Technology and digitalisation thus emerge both as a vital space of educational resistance and as a terrain dense with dilemmas and challenges. This study offers an ethically grounded and practice-oriented account of digital resistance methods and related solutions, conceptualising them as infrastructures that safeguard the right to education, equity and academic integrity.
Keywords:
Digital Ethics, Educational Resistance, Academic Sovereignty, Palestine, Afghanistan
Share the article on your social media channels: