Journals
2026 EN
Lippert William
How often and how severe are conventional arms control (CAC) agreement violations? States may be tempted to violate CAC agreements to obtain a net gain over an adversary or compel agreement renegotiation. To prevent this, states often establish extensive measures to prevent violations. No study has attempted to assess the scale of violations amongst 40 cases covering Europe since the end of World War One. This study indicates that extensive, malicious violations are relatively rare, but the impact was severe with seven out of the eight extreme violation cases contributing to an outbreak of war. Although this study may be optimistic about the potential of state parties to comply with their agreements, that the Soviet Union and Russia are implicated in over half of the extreme violations cases may suggest caution for any future CAC agreements with Moscow.
Journals
2026 EN
Abdelhedi Mouna · Ben Hamida Lamia
This study investigates the time–frequency relationships between the returns and volatility of large firms in the United States, China, and Japan and measures of geopolitical risk and supply chain pressure over the period 2010–2022. The analysis reveals that episodes such as the U.S.–China trade war and critical logistics vulnerabilities have exerted a pronounced influence on the performance of these dominant firms. Evidence also suggests that volatility shocks in U.S. and Chinese large firms can amplify geopolitical risk, indicating a bidirectional relationship. The volatility and returns of large firms in the United States China, and Japan exhibit strong and persistent impulse responses to shocks in supply chain pressure. These results highlight the need for policymakers to mitigate supply chain vulnerabilities and develop strategies to enhance systemic resilience. Such efforts may help stabilize firm-level volatility and reduce broader geopolitical risk.
Journals
2026 EN
Seia Guadalupe A.
This article examines the case of the Organización Continental Latinoamericana de Estudiantes (OCLAE – Latin American Continental Students Organization), considering it an example of transnational student activism. It analyses the OCLAE’s ideological positions and actions during the Cold War, considering the shift in left-wing activism between 1960 and 1980 in the Americas. A clear anti-imperialist and revolutionary commitment during the long sixties in Third World countries seemed to dilute partially with the emergence of dictatorial right-wing regimes between the mid-seventies and the late eighties in South American countries. Since 1973, human rights activism in countries under dictatorial governments was presented by the OCLAE as another means of Latin American and internationalist – and even anti-imperialist – solidarity. Finally, this article proposes a transnational periodisation of student activism. In this regard, analysing the actions and positions of a Latin American organisation with links to local geographies allows us to think of cycles and substages without resorting to the sum of national cases.
Journals
2026 EN
Niño Vega Nohora · Espinel Rubio Gladys Adriana
This paper examines the differential approaches to higher education for peacebuilding in border cities of Colombia and Mexico, both facing high civilian victimisation rates due to violence. Colombia's long-standing, officially recognised conflict has enabled universities to actively transform curricula, conduct research on violence, and implement community support programmes. In contrast, Mexican higher education institutions are beginning to acknowledge their role in an unrecognised war, focusing on research to understand violence and its effects on communities. This study highlights valuable practices from Colombia that can inform and enhance the engagement of higher education in Mexico’s peacebuilding efforts.
Journals
2026 EN
Polovko Olena · Glotov Sergei
This article examines the professional experience of Ukrainian university teachers following the full-scale Russian invasion, which started on February 24, 2022, and is now in its third year. Using 34 semi-structured online interviews and reflexive thematic analysis, this research analyses how university teachers reflect on themselves in these challenging times. Three themes emerged following the analysis: overworked and overstressed but keep on working, the influence of the invasion on the teacher-student relationship, there is support, but I don’t use it. The article highlights university teachers’ resilience in the face of the invasion, while stressing the need for systematic support.
Journals
2026 EN
Junina Ahmed Kamal
The ongoing war on Gaza has led to the systematic destruction of schools and universities, termed scholasticide , severely disrupting higher education. Despite this, universities have shown remarkable resilience, sustaining learning through online education. This article addresses a gap in research on higher education resilience in conflict zones, focusing on English as a Foreign Language (EFL) students in an online semantics course during the war. Using resilience theory and the Palestinian concept of sumud , the study investigates how over 80 tertiary students in Gaza adapted between August and September 2024. Data were gathered from an online survey (81 respondents), 22 semi-structured interviews, and the researcher’s personal reflections as a lecturer in Gaza. The findings reveal how students and the instructor coped with physical, emotional, and technical challenges amid displacement, bombings, and institutional destruction. Despite these conditions, many students showed exceptional determination and adaptability. The study explores sources and meanings of this resilience, emphasising the importance of flexible teaching, innovative pedagogy, and strong support systems. It also calls for urgent international action to protect educational institutions during armed conflict. The findings contribute to resilience studies in higher education and offer practical insights for EFL educators and policymakers in conflict-affected contexts.
Journals
2026 EN
Saadi Sardar
This paper examines the efforts of universities in autonomous northeast Syria (Rojava) to develop a democratic education system amidst ongoing war and violence. The Rojava Revolution, which started in 2012, brought new hope to a region ravaged by war, sectarian conflict, mass displacement, and destruction. It aimed to reconstruct society on principles of social justice, grassroots democracy, women’s rights, and multiethnic and multireligious communities’ coexistence. Since 2015, four universities have been established: the University of Afrin (currently under Turkish occupation), the University of Rojava, the University of Kobani, and the University of Al-Sharq. Despite the challenges, these institutions strive to create an alternative higher education system based on democratic values and international standards of academic research. This paper explores their struggle to reclaim knowledge and reconstruct higher education amidst the backdrop of war and a history of state violence, exclusion, and denial. Their experiences stand as a testament to resilience in times of conflict and offer a vision for transformative change through educational progress.
Journals
2026 EN
Malchykova Daria · Pylypenko Ihor
This study presents a new perspective on the role of academic communities in contributing to social resilience and global citizenship during wartime, reflecting on the experiences of Kherson State University (Ukraine). Drawing on unstructured interviews, official reports, and materials from the discussion platforms, this article argues that misplaced assumptions about the non-functioning of universities in times of war obscure the ways in which university communities can build new forms of social solidarity. These new ways of relating and working both contribute to the resilience and resistance of universities under attack, while also challenging pre-existing neoliberal norms and patterns of academic life.
Journals
2026 EN
Murray H. · Kutan B. · Al-Botmeh S.
+3 more
Introducing the special issue on ‘Supporting and Learning from Universities in Times of Conflict’, this article examines the significance of the university as a social, political, and epistemic space in contexts of conflict and post-conflict recovery. It highlights the ongoing neglect of universities in times of conflict, war, and oppression across the fields of international development, international higher education, Education in Emergencies, and even the emerging sub-field of Higher Education in Emergencies. This neglect not only renders invisible the immense losses and extraordinary resilience of universities facing extreme adversity, but also contributes to silencing their internal struggles, calls for support, and long-term efforts to recover and rebuild, over years and sometimes decades. Drawing on discussions at the 2023 PEER Network symposium and contributions from over forty authors across diverse contexts, the article identifies new directions and questions for the growing field of higher education and conflict. By centring affected academic communities as active producers of knowledge and agents of change, it argues that learning from universities in times of conflict offers vital lessons for all contexts of higher education amid rising authoritarianism across the globe. In doing so it positions universities as essential spaces of resilience, resistance, and hope.
Journals
2026 EN
Chua Alton Y. K. · Chen Miaomiao
Using a knowledge management perspective, this paper develops a framework comprising three aspects: knowledge domain, cognitive domain, and physical domain in the context of warfare. Guided by the framework, it uses publicly available data to shed light on how Ukraine defended itself in the early stages of the Russo-Ukrainian War. A total of 329,352 tweets and 11,797 news article titles were collected and analysed via a combination of topic modelling and content analysis. Three key findings emerged. First, learning is an essential activity when battling in the knowledge space. Second, effective communication ensures coordination and cohesion across knowledge, cognitive, and physical domains. Third, military innovations are driven in part by the scarcity of resources. This paper provides a fresh look at the role of knowledge management in an actual war and opens new avenues for research through a data-driven approach.