Document Type : Original Article
Authors
1
Level 4 Seminary Student in Fiqh of Education, Institute of Jurisprudence of Ahl al-Bayt (Imams) (Corresponding Author)
2
Ph.D. in Jurisprudence and Educational Sciences, Al-Mustafa International University
10.22081/jip.2026.75049.1163
Abstract
Despite its many complexities and threats, war and crisis constitute one of the most fertile contexts for the educational development of adolescents. Under such circumstances, some adolescents engage in various forms of activism, each of which possesses distinct educational capacities. The present study aims to explore the educational potentials embedded in adolescents’ activism initiatives within the context of war and crisis. The central question of the study is: What educational capacities are generated by adolescents’ activism initiatives in situations of war and crisis? Employing an analytical method grounded in educational principles, the article focuses on the educational analysis of eight selected and widely practiced initiatives. The study examines three dimensions: the implementation formats of the initiatives, the educational capacities inherent in each initiative, and the capacities arising from participation in the three stages of design, coordination, and implementation. The findings indicate that merely participating in these eight initiatives can generate a wide range of educational outcomes, including strengthening the spirit of self-sacrifice, increasing responsibility, fostering courage, enhancing political awareness, developing patience, and reinforcing self-confidence. Moreover, when adolescents move beyond passive participation and actively engage in the stages of planning, coordination, and execution, additional educational benefits emerge. These include the development of critical thinking and analytical skills, tolerance toward differing viewpoints, persuasive communication skills, the ability to build intellectual and emotional consensus within a group, and the strengthening of teamwork. The study concludes that educators and parents, by recognizing these capacities and providing opportunities for adolescents’ maximum participation, can transform conditions of war and crisis into some of the most valuable opportunities for education and character development.
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