Impact of War on Iranian Universities and the Pursuit of Sustainable Development Goals

Disruptions to Academic Activities Amid Conflict

As the war escalated in Iran, universities nationwide, including Sharif University of Technology in Tehran and institutions in Mashhad, Sanandaj, and Ahvaz, faced significant disruptions. Initially, exams were postponed by up to three weeks. However, with the prolongation of the conflict, the Ministry of Science, Research and Technology announced a two-month delay for all final exams across public and private universities, mandating in-person examinations and prohibiting virtual alternatives. This decision affected all public, non-profit, Islamic Azad, and Payam Noor universities, signaling preparations for a prolonged crisis.

Emergency Measures and Student Safety

• Sharif University of Technology declared a formal state of emergency, requiring students to vacate dormitories promptly.
• Thesis defenses were suspended or shifted online to adapt to safety concerns.
• At Al-Zahra University, an all-female institution located in a high-risk area, urgent evacuation warnings were issued.
• The University of Tehran kept dormitory gates open 24/7 to facilitate rapid evacuation.

Student Protests and Psychological Impact

At the University of Sistan and Baluchestan, nearly 1,000 miles southeast of Tehran, students protested publicly, demanding exam cancellations and enhanced protection. The protest highlighted the acute crisis with chants such as “My life is in danger, exams are meaningless.”

Blurred Lines Between Academia and Conflict Zones

1. Universities linked to nuclear energy or military research became potential targets, with bombings reported at Imam Hossein University and Shahid Beheshti University.
2. Targeted assassinations of academics and nuclear scientists, sometimes using advanced AI-powered drone technology, intensified the conflict’s impact on the academic community.
3. Notable victims included prominent nuclear physicists and journal editors, deepening fears within scholarly circles.

Institutional Responses and Communication Strategies

• Universities employed Telegram channels and websites to disseminate safety protocols.
• Student housing councils coordinated emergency shelter plans, notably at the University of Tehran.
• Shahid Beheshti University centralized student housing to enhance safety.
• In the absence of a national strategy, student councils in various regions improvised to manage the crisis.

Challenges in Mobility and Loss of Life

Evacuations were hindered by congested and restricted transportation routes, especially in Tehran. Tragically, airstrikes resulted in the deaths of students and recent graduates from multiple universities, including the University of Applied Science and Technology and the University of Science and Technology. The loss of Yasmin Bakouei, a master’s student in computer engineering at Sharif University, underscored the human cost of the conflict.

Information Access and Educational Continuity

• International internet access was cut off for approximately one week, limiting access to information and educational resources.
• Students faced isolation from peers and loss of digital course materials hosted on social media and cloud platforms.

Postponement of National University Entrance Exam

The national university entrance exam, the konkoor, originally scheduled for late June, was postponed indefinitely. Many prospective applicants remain displaced or traumatized, lacking both academic materials and the mental well-being necessary for effective preparation.

Emphasis on Sustainable Development Goals (SDGs)

Quality Education (SDG 4)

• The conflict severely disrupted access to quality education, with postponed exams and suspended academic activities.
• Efforts to maintain educational continuity through online defenses and communication platforms reflect attempts to uphold inclusive and equitable quality education.
• However, the prohibition of virtual exams and internet shutdowns impeded equitable access to learning resources.

Peace, Justice, and Strong Institutions (SDG 16)

• The war’s impact on academic institutions highlights the importance of peaceful environments for education and research.
• Targeted attacks on universities and scholars represent violations of academic freedom and safety, undermining strong institutions.
• Student protests and institutional emergency responses demonstrate the need for transparent governance and protection of human rights within educational settings.

Reduced Inequalities (SDG 10)

• Displacement and unequal access to educational resources during the conflict exacerbate existing inequalities among students.
• Efforts by student councils and universities to provide emergency shelter and support aim to mitigate these disparities.

Industry, Innovation, and Infrastructure (SDG 9)

• The use of advanced technologies, including AI-powered drones in the conflict, underscores the intersection of innovation and security challenges.
• Protecting academic institutions involved in scientific research is vital for fostering innovation and sustainable infrastructure.

Conclusion

The war in Iran has profoundly affected the higher education sector, challenging the achievement of multiple Sustainable Development Goals. The conflict blurred the boundaries between military and academic domains, resulting in loss of life, disruption of education, and psychological trauma. While universities and student bodies have taken steps to adapt and protect their communities, the long-term consequences continue to unfold. Ensuring the safety, continuity, and inclusivity of education remains essential for Iran’s progress towards sustainable development and intellectual security.

Author: Roohola Ramezani, PhD in Philosophy, Shahid Beheshti University, Tehran; former research fellow at IFK International Research Centre for Cultural Studies, Vienna.

1. Sustainable Development Goals (SDGs) Addressed in the Article

1. SDG 3: Good Health and Well-being
   • The article highlights the psychological trauma and stress experienced by students due to war-related disruptions, evacuation, and loss of peers, which relates to mental health and well-being.
   • Reports of students killed in airstrikes also connect to health and safety concerns.
2. SDG 4: Quality Education
   • Disruptions to university exams, postponement of entrance exams, suspension of thesis defenses, and loss of access to educational resources directly affect quality education.
   • The inability to conduct virtual exams and challenges in maintaining continuity in education are central issues.
3. SDG 10: Reduced Inequalities
   • Uneven coordination among universities and student councils, especially in less connected regions, implies disparities in access to education and safety measures.
   • Displacement and trauma affecting potential university applicants highlight inequality in educational opportunities.
4. SDG 16: Peace, Justice and Strong Institutions
   • The article discusses the impact of conflict on academic institutions, targeted killings of academics, and the blurring of lines between military and civilian targets, relating to peace and security.
   • Issues of intellectual security and the targeting of knowledge producers are relevant to strong institutions and justice.
5. SDG 9: Industry, Innovation and Infrastructure
   • The use of advanced technologies such as AI-powered drones in warfare and the targeting of nuclear and military research institutions relate to innovation and infrastructure challenges in conflict zones.

2. Specific Targets Under Identified SDGs

1. SDG 3: Good Health and Well-being
   • Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
   • Target 3.8: Achieve universal health coverage, including mental health services.
2. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including education for peace and human rights.
3. SDG 10: Reduced Inequalities
   • Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
4. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.1: Significantly reduce all forms of violence and related death rates everywhere.
   • Target 16.6: Develop effective, accountable and transparent institutions at all levels.
   • Target 16.10: Ensure public access to information and protect fundamental freedoms.
5. SDG 9: Industry, Innovation and Infrastructure
   • Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors in all countries.

3. Indicators Mentioned or Implied in the Article to Measure Progress

1. SDG 3 Indicators
   • 3.4.2: Suicide mortality rate and prevalence of mental health disorders (implied by student trauma and stress).
   • 3.1.1: Maternal mortality ratio and 3.2.1: Under-five mortality rate (not directly mentioned but related to deaths caused by conflict).
2. SDG 4 Indicators
   • 4.1.1: Proportion of children and young people achieving minimum proficiency in reading and mathematics (implied by disruptions to exams and learning).
   • 4.3.1: Participation rate of youth and adults in formal and non-formal education and training (affected by postponement and displacement).
   • 4.a.1: Proportion of schools with access to the internet and computers (implied by loss of internet access and inability to conduct virtual exams).
3. SDG 10 Indicators
   • 10.2.1: Proportion of people living below 50% of median income, by age, sex and persons with disabilities (implied by unequal access to education and safety).
4. SDG 16 Indicators
   • 16.1.4: Proportion of population that feel safe walking alone around the area they live (implied by fear and insecurity on campuses).
   • 16.10.2: Number of verified cases of killing, kidnapping, enforced disappearance, arbitrary detention and torture of journalists, associated media personnel, trade unionists and human rights advocates (implied by targeted killings of academics).
5. SDG 9 Indicators
   • 9.5.1: Research and development expenditure as a proportion of GDP (implied by attacks on research institutions).

4. Table of SDGs, Targets and Indicators

Source: timeshighereducation.com