Personalized learning in crisis: Supporting military reservist students in Israel with comparative insights from Ukraine

Abstract

This study examines how personalized learning was adapted to support Israeli military reservist students called to service during the 2023–2025 Gaza war. Mobilized reservists faced exceptional challenges balancing academic study with compulsory military obligations amid crisis, trauma, and enforced absence. Through qualitative analysis of semi-structured interviews with 16 male graduate students in educational administration programs, the research documents institutional responses—including reduced attendance requirements, deferred deadlines, flexible assessments, and personalized advising. These accommodations were not pre-planned but evolved through rapid, negotiated processes emphasizing flexibility, empathy, and legitimacy of absence. Findings reveal that personalized learning in wartime required moving beyond technological solutions or pacing choices to address structural barriers, psychological distress, and the civic roles of students. The study situates Israel’s experience within broader international efforts to adapt higher education during crises, drawing parallels with wartime policies in Ukraine. It argues that effective personalized learning in crisis contexts must integrate systemic agility and pedagogies of care to sustain equity and academic continuity. By highlighting reservist students’ experiences during the Gaza war, this research contributes to a more nuanced understanding of crisis-responsive education policy and the evolving role of personalization in supporting learners navigating conflicting civic and academic obligations.