This replication study critically examines the applicability of established post-conflict education models within the unique context of São Tomé and Príncipe, a small island African state. It identifies the specific challenges and opportunities of implementing international frameworks for educational reconstruction between 2021 and 2022. Employing a rigorous qualitative case-study methodology, the research analyses national policy documents and conducts semi-structured interviews with key stakeholders, including ministry officials, school leaders, and NGO representatives. The findings reveal that while imported models offer a structural foundation, their implementation is hindered by severe resource constraints, geographical isolation, and a curriculum misaligned with local socio-economic needs. Conversely, the study identifies critical, underutilised opportunities within strong community cohesion and the potential for integrating indigenous knowledge into trauma-informed pedagogy. The significance of this research lies in demonstrating that sustainable educational recovery is not achieved through model transplantation. It argues for a deeply contextualised approach wherein external frameworks are substantially adapted to leverage local assets and address distinct insular realities. The study concludes that policymakers must prioritise hybrid models which synergistically foster psychosocial recovery and relevant skill development, directly tailored to the nation's developmental aspirations.
Ramos et al. (Wed,) studied this question.