The Online Learning System Fails for Palestinian Refugees in Lebanon

Having survived the conflicts, the damages, the destruction of the the facilities, few are the sectors that have not been negatively affected in Gaza Strip and the West Bank, the two areas where most of the population consists of Palestinian Arabs.

Among the most affected fundamental sectors is the education sector. School demolitions and the lack of security have become familiar issues that have accompanied Palestinian Arabs living on Occupied Palestine for many years now.

In Lebanon, Palestinian students living on camps are not extremely safe either. According to Diakonia, a faith-based Swedish development organization, discrimination and bullying are major issues that Palestinians face in schools, which highlights the unsafety of the environment students are living in.

With the unexpected corona virus invasion, the world witnessed the birth of new challenges and problems on the level of education with the development of the new online learning system.

Besides the technical difficulties, the lack of interactivity in online classes, and the impossibility of practice are barriers keeping students from adapting to the new situation. But, Palestinians living in Lebanon are fighting different battles.

In light of the deep economic crisis in Lebanon, Palestinian students residing there are facing their fair share of the economic burden. Moreover, online learning system is imposing new requirements, of which some are not accessible for everyone.

Given the current situation, electricity issues in Lebanon pose a major problem for Palestinians, especially after online learning became the only method allowing schools and universities to resume courses.

“Electricity in Lebanon is a threat to online learning. The excessive power cuts make it hard for us to attend classes,” said Jenin Abdul Latif, a Palestinian student residing in Shatila refugee camp.

On the other hand, it turns out that electricity is a privilege not everyone is lucky enough to benefit from.

“In the camps, we rely on maintaining electricity by paying for owners of private generators, which because of the difficult economic situation, is not affordable by everyone,” said Hiba Al Achkar, a Palestinian girl living in Bourj el Barajneh refugee camp. “Some people are not even being able to afford a mobile phone so their children could attend their online classes or submit their assignments,” she added.

On the other hand, students are struggling when it comes to the internet services. Noting that internet access is crucial for the success of the new learning method.

Statistics from the MOEHE’s regional education offices show that TV broadcast was the most popular distance learning method among public school students, while only 26% used the CRDP recommended e-platforms, which sheds the light on the inaccessibility to internet services.

“The internet connection is very slow, I was receiving my assignment requirements late, which made it harder for me to cope with this new learning strategy,” said Mohammad Thaher, a 19-year-old Palestinian student living in Shatila refugee camp.

While these problems seem easy to solve once the economic situation of the country improves, some fundamental issues are being major obstacles to the success of online learning.

The generation gap between the teachers and the students, as well as their lack of technological competencies is making the teaching process harder for both the students and the teachers.

This problem marks the excessive need for intensive training sessions that will enhance the teachers’ skills and competencies in the field of technology.

At the end of the day, student’s education should not be sacrificed even when everything else collapses.