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The 2020 Coronavirus pandemic forced universities to hastily transition to eLearning on a mass scale, necessitating the identification of populations who are more challenged by the transition. This study aims to identify how students’ level of introversion/extraversion and digital literacy come to play in their satisfaction with the eLearning environment.

The analysis examined 272 Israeli students who moved from a face-to-face learning environment to a Zoom learning environment between March–July 2020, following the outbreak of the pandemic. All the participants completed two rounds of surveys, and 62 of the 272 participants were then interviewed, and their social network was mapped using a sociogram.

Findings indicated that, in accordance with the “poor get richer” hypothesis, introverts expressed more satisfaction from the transition to the video-conferencing Zoom platform than extraverts. In addition, for highly introverted people, high digital literacy was significantly associated with increased course satisfaction, whereas for highly extraverted people, a high number of social ties with peers from the course was associated with course satisfaction.

As expected, the study’s findings shows that there is no “one size fits all” approach for online learning. Learners with different personalities can benefit from learning environments that foster greater satisfaction with the learning experience. Online platforms can, and should, be designed in a way that offers this needed personalization, and this study provides initial principles that can inform such personalization.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-01-2023-0028

The purpose of this paper is to examine the relationship between major personality dimensions and attitudes towards peace and war.

Three samples – two consisting of British psychology students (n=64 and 121) and one of Israeli students (n=80), responded to measures of some or all of: five-factor inventory, SYMLOG trait form, general survey including authoritarianism; attitudes towards peace and war; specific attitudes towards peace and war policy.

The general attitude measures were associated with the specific attitudes. Both were associated with authoritarianism but not consistently with other personality dimensions.

Descriptive findings might not generalize and need contextualization. Authoritarianism should be measured in any studies of attitudes related to peace, war, conflict, and structural violence.

Practitioners of peace education may first need to address high authoritarianism and low integrative complexity. Also, countering structural violence related, for instance, to poverty or prejudice/discrimination may require a comprehensive approach including collaborative work with clinical psychologists applying both implicit and explicit assessment tools.

Documenting links (and lack of them) among personality variables and attitudes towards peace and war has practical and theoretical value – and may contribute to organizational schemes shaped by personality structure and bearing implications for negotiations. In terms of a paradigm by Morton Deutsch, our results show individual differences in, and associations among, variables relating to the remediable likelihood of parties being differentially likely to find themselves in negatively vs. positively interdependent situations; and carrying out effective instead of “bungling” actions.

Images of “blue‐helmets” and multilateral peacekeeping missions are pervasive in today’s world. The goal of intervening parties is often to re‐establish order; one way to accomplish this is to rebuild political institutions. Rehabilitating policing agencies within failed states is an essential component to establishing a peaceful and productive society. Discusses four issues that are important to policing after ethnic conflict: police culture, democratic participation, the political environment the police operate within, and the perceptions of the population about law enforcement. Applies current perspectives on policing in stable states to some of the challenges facing creating law enforcement structures in unstable and often ethnically charged states. Argues that until we understand the impact each of these components play, intervening parties will continue to lead failed governments and their policing agencies into the cycle of violence.

Images of “blue helmets” and multilateral peace‐keeping missions are pervasive in today’s world. The goal of intervening parties is often to re‐establish order, one way to accomplish this is to rebuild political institutions. Rehabilitating policing agencies within failed states is an essential component to establishing a peaceful and productive society. Discusses four issues that are important to policing after ethnic conflict – police culture, democratic participation, the political environment the police operate within, and the perceptions of the population about law enforcement. Applies current perspectives on policing in stable states to some of the challenges facing creating law enforcement structures in unstable and often ethnically charged states. Argues that until we understand the impact each of these components play intervening parties will continue to lead failed governments and their policing agencies into the cycle of violence.