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Through an immersive qualitative exploration, we delve into the narratives of East Jerusalem’s Palestinian students as they navigate the complexities of an Israeli teacher training college. Workshops and artistic expression unearth their aspirations, challenges, and coping strategies within a labyrinthine educational landscape. Our findings illuminate their indomitable spirit and unwavering pursuit of dreams despite isolation, discrimination, and the ever-present Israeli–Palestinian conflict. This study contributes to understanding minority students’ experiences in higher education, particularly those in conflict-ridden regions. Drawing upon Resilience Theory, Social Identity Theory, Critical Race Theory, and Cross-Cultural Psychology, we weave a multi-dimensional framework elucidating factors shaping academic achievements, identity formation, and psychological well-being. The fruits of this research empower educators and policymakers to nurture resilience and inclusivity among diverse student populations navigating tempestuous waters. Amplifying Palestinian students’ voices, our work stands as a clarion call for equity and social justice in education, even amidst adversity. We underscore the paramount importance of tailored support systems and interventions, illuminating education’s transformative potential as a catalyst for positive change within communities gripped by conflict.
Khansaa Diab (Tue,) studied this question.