Integración de la pedagogía digital en la educación durante la crisis en la Universidad Al-Aqsa

The knowledge, attitudes, perspectives, and viewpoints of administrators, teachers, and students at Al-Aqsa University regarding the rapid shift to digital platforms due to the interruption of face-to-face education caused by the war are analysed. Virtual learning has become the main tool for continuing education in this war scenario. All buildings and institutions have been destroyed, and traditional classes have been abruptly interrupted. As a result, Moodle and Google Classroom applications have been adopted so that students can continue their studies. The population of Gaza has experienced an unprecedented turning point that affects all areas of life. As a result, digital education has emerged as the only option following the displacement, demolition and murder of thousands of civilians, victims of collective punishment that has deprived them of food, water and electricity, and expelled more than 1.7 million citizens from their properties. Both teachers and students suffer a painful experience with technology due to the lack of internet connection, the lack of interactive learning and insufficient exposure to functional learning, as well as the need to access teaching materials. Qualitative research was conducted with 5 administrators, 20 instructors and 100 students (50 men and 50 women), using open-ended interviews. According to the results, online learning must be adapted to the level of the students, the work packages, the appropriate sources and the materials provided, and specific training must be carried out, a dynamic and inclusive teaching experience must be created, and WhatsApp groups must be designed to create a supportive learning community. The awareness gained about viable possibilities contributes to shaping strategies and frameworks for dynamic, resilient and adaptive virtual instruction.