Navigating higher education in conflict zones: the role of professional capital and community engagement in northern Syria

Abstract

Purpose

This study examines the critical role of higher education in conflict zones, focusing on the northern regions of Syria affected by Operation Olive Branch and Operation Euphrates Shield. It explores how educational leaders navigate security challenges, community relations and curriculum development to sustain academic activities during ongoing conflicts.

Design/methodology/approach

Employing a qualitative research design, the study utilizes semi-structured interviews with higher education administrators in Northern Syria. The data were analyzed using thematic analysis, allowing for the identification of key themes related to security, community integration and educational quality.

Findings

The study highlights how administrators' professional capital – encompassing skills, knowledge and relationships – enables them to manage complex situations. It underscores the role of education in maintaining normalcy, promoting peace and providing psychosocial support during conflicts. Key findings include the importance of ensuring security, fostering community engagement, maintaining educational quality and innovating curricula to address local needs.

Originality/value

This paper provides insights into the unique challenges faced by higher education institutions in conflict zones and the strategies employed by leaders to overcome them. It emphasizes the transformative potential of education in promoting stability and peace in war-torn regions, offering valuable lessons for similar contexts worldwide.

Citation

Cinkara, E. (2024), "Navigating higher education in conflict zones: the role of professional capital and community engagement in northern Syria", Journal of Professional Capital and Community, Vol. 9 No. 4, pp. 309-319. https://doi.org/10.1108/JPCC-08-2024-0137