University lecturer's perceptions on the causes of students’ mathematical knowledge gaps in conflict zones

Abstract

In conflict zones, young people's education is affected because of a lack of regular schooling. This results in young people having knowledge gaps which affects their engagement at universities. This study investigated university lecturers’ perceptions of their students’ mathematical knowledge gaps using a socioecological approach. Fifteen university lecturers from STEM disciplines (Science, Technology, Engineering and Mathematics) in Liberated Syrian were interviewed. Mathematical knowledge gaps were perceived to be exacerbated by the poor infrastructure of schooling systems, transport systems and utilities as well as the changing demography of the students. These were percived as contributing to poor attendance and engagement. The move to online learning during the Covid-19 pandemic appeared to enable students to reduce their knowledge gaps by raising attendance. The continuation of online learning is hence recommended for students studying in a conflict zone to reduce knowledge gaps.