E-learning experience of health professional students before and during the war in Sudan

Abstract

ABSTRACT

Background: Amid conflict-induced displacement, which severely disrupts education, e-learning has emerged as a viable solution. This study investigates health professions students’ experiences with e-learning during the ongoing war, focusing on sex differences, displacement status, digital platforms, and educational continuity. Methodology: This was a prospective descriptive study conducted in, Aljazeera, Sinar and Kordofan universities in Sud during the period from April 2025 to June 2025. Data regarding this study was gathered using online questionnaire. Results: Despite widespread conflict-related disruptions, students reported modest improvements in their e-learning experiences (50%). Female learners comprised the majority of participants (64.3%), and paradoxically, those displaced outside Sudan (32.7%) enjoyed more reliable connectivity and greater access to digital resources. Telegram emerged as the most popular platform (85.7%), prized for its low bandwidth demands and intuitive interface. Conclusion: Although e-learning has provided a vital alternative to the collapse of education, significant barriers remain, including poor infrastructure, psychological stress, and institutional fragmentation. The findings underscore the need for targeted interventions to ensure inclusive, sustainable, and resilient digital education for conflict-affected populations.