Science education and conflict: The case of South Wollo, Ethiopia

Abstract

This case study explores the impact of armed conflict on science education in secondary schools and higher education institutions in South Wollo, an area in Northeast Ethiopia that was for two years a battlefield during the country’s civil war. The purpose of this inquiry is to assess the extent of damage to science education infrastructure, examine how the disruption affected teaching and learning continuity, and explore the psychosocial consequences for students, educators, and the community. The findings reveal how war results in extensive damage to laboratories and science facilities, leading to a decline in the quality of science education. Ethiopian students and teachers experienced considerable challenges adapting to the unexpected, abrupt loss of practical teaching and learning resources during and after the conflict, resulting in reliance on theoretical instruction insufficiently connected to the application of science concepts. The results underscore the need for innovative solutions such as virtual laboratories and also highlight the importance of addressing the psychosocial needs of the affected community to restore effective science education.