Educational Interventions in Post-War Lands of the Global South

Armed conflict in the Global South has created an educational crisis, with millions of children experiencing disrupted schooling, psychological trauma, and compromised life opportunities. This review examines the nature, effectiveness, and sustainability of educational interventions implemented during and after armed conflict. Drawing on 18 peer-reviewed studies from nine countries and regions experiencing conflict, such as Myanmar, Somalia, Gaza, Iraq, Liberia, Sierra Leone, South Africa, Sudan, and Sub-Saharan Africa, the analysis reveals nine thematic domains: (1) the multidimensional impact of conflict on education; (2) psychosocial and trauma-focused school-based interventions; (3) alternative and accelerated education pathways; (4) community-school-family partnerships; (5) curriculum reform and peacebuilding education; (6) literacy interventions in crisis contexts; (7) digital and non-digital educational scenarios; (8) mechanisms of conflict's impact on learning outcomes; and (9) equity, gender, and marginalized populations. Findings indicate that effective interventions share common characteristics: flexibility, community engagement, attention to psychosocial well-being, and responsiveness to local contexts. However, significant gaps persist in longitudinal evidence, comparative effectiveness research, and understanding of scalability. The review concludes with implications for policy, practice, and future research, arguing that education must be conceptualized not merely as service delivery but as a fundamental right and a cornerstone of peacebuilding, reconciliation, and sustainable development in conflict- affected settings.