The Impact of the Aggression on Yemen and Its Effect on University Students’ Academic Achievement: The Faculty of Engineering – Sana’a University as a Case Study (2014–2024)

Abstract

Education in Yemen had been facing significant challenges even before the political, economic, and social crises that erupted in 2011. However, the aggression that began in 2014 intensified these challenges and profoundly affected the quality of both basic and higher education. This study focuses on higher education, aiming to examine the impact of the war on the academic achievement of students at the Faculty of Engineering, Sana’a University, as a model that can be generalized to other faculties.

The research employed a quantitative approach using a questionnaire distributed to faculty members and teaching assistants, covering 85% of the total staff. Statistical analysis revealed that the general academic situation, shaped by the war, had a significant impact on students’ academic achievement. Respondents confirmed the presence of multiple influencing factors, ranked according to their statistical importance. Findings also indicated that the war negatively affected students’ academic performance through intertwined educational, social, and economic challenges.

The study concludes with several recommendations, most notably the need to adopt educational and social policies to mitigate the consequences of war and crises, and to develop effective mechanisms for assessing the quality of higher education during conflict periods to ensure continuity and improved outcomes.