Digital education for peacebuilding in post-conflict contexts: a systematic review of ICT-enabled learning with insights for rebuilding Sudan

Abstract

This systematic literature review examines Information and Communication Technology (ICT)-enabled education for peacebuilding in post-conflict contexts, offering insights for the rebuilding of Sudan’s education system. Using SPIDER criteria and PRISMA guidelines, 49 peer-reviewed studies were selected via systematic searches of Scopus, Web of Science and databases of grey literature. Results showed a diverse set of ICTs, mobile learning, offline digital tools, blended models, and peace education platforms, deployed in a variety of conflict environments. Recorded impacts included better access to learning and continuity of education, increased social cohesion, leadership strengthening, and recovery from trauma. Enabling factors such as institutional readiness, cultural adaptation, teacher capacity, and community engagement, and barriers such as limited connectivity, funding fragility, and gender differences are highlighted. Twelve key lessons were identified to guide the recovery strategy for Sudan’s education system. ICT can support educational recovery and peacebuilding, but success in Sudan depends on strategic integration, local ownership, inclusive design, policy alignment, and longitudinal, multi-sectoral evaluation to ensure sustainable impact.