İsrail-Gazze Savaşının Gazzeli Çocukların Eğitim ve Psikososyal Durumlarına Etkileri

Yıl 2025, Sayı: 2, 59 - 82, 30.06.2025

Mustafa Uzun

https://doi.org/10.71270/istanbulegitim.istj.1624540

Öz

Bu çalışma, İsrail-Gazze savaşının Gazzeli ilköğretim çağındaki çocukların eğitim ve psikososyal durumları üzerindeki etkilerini incelemeyi amaçlamaktadır. Araştırmada yarı yapılandırılmış görüşmeler yoluyla Gazze’deki 15 çocuğun velileriyle detaylı görüşmeler gerçekleştirilmiş; elde edilen veriler nitel araştırma yaklaşımı kapsamında olgubilim deseni temel alınarak tematik analiz yöntemiyle incelenmiştir. Çalışmanın bulguları, savaşın çocukların eğitimini tamamen kesintiye uğrattığını, okula devam imkânını yok ettiğini ve eğitim materyallerine erişimi ciddi derecede sıkıntılı hâle getirdiğini ortaya koymaktadır. Savaş ortamını yaşayan çocukların eğitim performanslarını olumsuz etkileyen hususlar arasında motivasyon kaybı, internet erişimindeki sınırlılıklar ve uzaktan eğitim sürecinde karşılaşılan çeşitli zorlukların yer aldığı belirlenmiştir. Psikososyal açıdan incelendiğinde ise çocuklarda yoğun stres, anksiyete ve depresyon gibi psikososyal sorunlar gözlemlenmiş; ancak aile desteğinin çocukların duygusal dayanıklılıklarını artırmada önemli bir rol oynayabileceği tespit edilmiştir. Savaş süreci çocukların sosyal bağlarında ciddi kırılmalara neden olmuş; arkadaş ilişkilerinin kopması ve yalnızlık hissinin yoğunlaşması gibi psikososyal sorunlara zemin hazırlamıştır. Araştırma, savaş bölgelerinde eğitim süreçlerinin sürdürülebilirliğini sağlamak amacıyla stratejik değerde olabilecek bazı öneriler sunmaktadır. Bu öneriler arasında güvenli eğitim ortamlarının sağlanması için altyapı iyileştirmeleri, öğretmenler için travma farkındalığı eğitimi verilmesi, altyapı koşulları uygun hâle getirildiğinde dijital eğitim imkânlarının geliştirilmesi ve psikososyal destek programlarının yaygınlaştırılması bulunmaktadır. Ayrıca uluslararası destek mekanizmalarının, savaş bölgelerine kapsamlı müdahale edebilme becerilerinin kritik önemde olduğu ifade edilebilir.

Anahtar Kelimeler

çocuk psikolojisi , psikososyal destek , savaşta eğitim , İsrail-Gazze savaşı , Gazzeli çocuklar

Etik Beyan

Bu makale, 11-12 Ocak 2025 tarihli İstanbul Eğitim Araştırmaları Kongresi’nde sözlü olarak sunulan ancak tam metni yayımlanmayan “İsrail-Gazze Savaşının İlköğretim Çağındaki Gazzeli Çocukların Eğitim ve Psikososyal Durumlarına Yönelik Etkileri” başlıklı bildirinin içeriği geliştirilerek üretilmiş hâlidir. “İsrail-Gazze Savaşının Gazzeli Çocukların Eğitim ve Psikososyal Durumlarına Etkileri” başlıklı makalenin özgün bir araştırma olduğunu; araştırmanın bütün aşamalarında (hazırlık, literatür taraması, veri toplama, veri analizi, sunum) bilimsel etik, ilke ve kurallara uygun davrandığımı; bu çalışma kapsamında yararlanılan eserlerin tamamına kaynakçada yer verdiğimi; verileri kullanırken veriler üzerinde bir değişiklik yapmadığımı; araştırmanın intihal içermediğini; Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi ile Yayın Etiği Komitesi (COPE) İlkelerinin tüm şartlarını ve koşullarını kabul ederek etik görev ve sorumluluklara riayet ettiğimi; araştırmamla ilgili burada yazılı olan ifadelerime aykırı herhangi bir durumun saptanması durumunda ortaya çıkabilecek ahlaki ve hukuki bütün sonuçları kabul edeceğimi beyan ederim.

Destekleyen Kurum

Araştırma için herhangi bir destek beyanı bulunmamaktadır.

Teşekkür

Yazar, bu çalışmanın hazırlanmasına destek ve katkı sunan Uzman Klinik Psikolog Feyza Mollaahmetoğlu'na teşekkürlerini iletmiştir.

The Impacts of the Israel-Gaza War on Gazan Children's Education and Psychosocial Conditions

Öz

This study aims to examine the impacts of the Israel-Gaza war on the education and psychosocial conditions of primary school-aged children in Gaza. In the study, detailed interviews were conducted with the parents of 15 children in Gaza through semi-structured interviews; the data obtained were examined using thematic analysis based on the phenomenological design within the scope of qualitative research. The findings of the study have revealed that the war completely has disrupted the children's education, eliminated their ability to attend school, and made access to educational materials extremely difficult. Among the factors negatively affecting the educational performance of children living in a war environment are loss of motivation, limited internet access, and various difficulties encountered in the distance learning process. From a psychosocial perspective, intense stress, anxiety, and depression have been observed in children; in addition, family support has been found to play an important role in increasing children's emotional resilience. The war has caused serious disruptions in children's social bonds, paving the way for psychosocial problems such as the breakdown of friendships and intensified feelings of loneliness. The study offers some possible strategic recommendations aimed at ensuring the sustainability of education processes in war zones. These recommendations include infrastructure improvements to ensure safe educational environments, trauma awareness training for teachers, the development of digital education opportunities when infrastructure conditions are suitable, and the expansion of psychosocial support programmes. Furthermore, it can be said that international support mechanisms have a critical importance in terms of their ability to intervene comprehensively in war zones.

Anahtar Kelimeler

child psychology , psychosocial support , education in war , Gazan children , Israel-Gaza war

Etik Beyan

The article titled “The Impacts of the Israel-Gaza War on Gazan Children's Education and Psychosocial Conditions” is original research; I as the author of the article have acted according to scientific ethics, principles, and rules at all stages of the research (preparation, literature review, data collection, data analysis, presentation); I have included all of the works used in this study in the references; I have not made any changes to the data while using the data; the research does not contain plagiarism; I state that I have complied with ethical duties and responsibilities by accepting all the terms and conditions of the Scientific Research and Publication Ethics Directive of Higher Education Institutions and the Committee on Publication Ethics (COPE) Principles; I state to accept all moral and legal consequences in case any situation contrary to my statement regarding my research is detected.

Destekleyen Kurum

There is no statement of support for the article.

Teşekkür

The author has thanked Specialist Clinical Psychologist Feyza Mollaahmetoğlu for her support and contributions to the realization of this study.

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