Summary

This study examines the evolving role of regional universities in Sudan within the context of the ongoing conflict that began in April 2023. It also explores their prospective contributions to post-war recovery. Drawing on qualitative data obtained through 17 semi-structured key informant interviews, the research investigates institutional coping mechanisms, adaptive responses, and strategic roles in peacebuilding and socio-economic development.

Prior to the war, Sudan’s regional universities operated within a structurally weak higher education system characterized by chronic underfunding, infrastructural deficits, and limited autonomy. However, the outbreak of war has severely exacerbated these vulnerabilities. Universities located in active conflict zones have experienced near-total institutional collapse, including the destruction of physical infrastructure, looting, staff displacement, and cessation of academic activities. Universities in besieged areas have faced constrained operations and partial service disruption. In contrast, institutions in relatively stable regions have demonstrated greater resilience by hosting displaced students and staff, maintaining limited teaching functions, and offering logistical support to war-affected institutions.

The war has significantly disrupted student enrolment and faculty retention across the country. In conflict-affected areas, enrolment has ceased entirely, while in safer regions, the influx of displaced students has strained existing resources. Faculty attrition, driven by displacement, insecurity, and declining salaries, has intensified the ongoing brain drain and diminished institutional capacity. In response, regional universities have adopted various coping strategies, including the use of remote learning platforms, partnerships with non-governmental organizations, and alternative funding mechanisms. Despite these adaptive measures, challenges such as limited digital infrastructure, underutilized internal resources, and inadequate faculty support persist.

The study underscores the potential of regional universities to play a transformative role in Sudan’s post-war recovery. Their proximity to local communities and contextual knowledge positions them well to contribute to peacebuilding, social cohesion, and economic revitalization. Informants emphasized the need for universities to integrate peace education, transitional justice, and community reconciliation into curricula, and to align academic programs with regional socio-economic conditions.

Several structural barriers must be addressed to enable regional universities to fulfil this role effectively. These include the need for policy reforms that enhance institutional autonomy, professionalize academic staff, and ensure long-term funding for infrastructure and research. Strengthening governance frameworks and decentralizing decision-making are critical for enabling universities to respond to localized needs. The study also highlights the importance of engaging international donors in sustained partnerships that prioritize capacity building, digital transformation, and faculty development. At the same time, local institutions must improve the efficiency and accountability of internal resource utilization to maximize the impact of external support.

1. Introduction

1.1 Background and context

Sudan has been embroiled in war since April 2023, with devastating consequences for the nation’s socio-economic fabric and institutional stability. The war has led to widespread displacement; destruction of infrastructure; and disruption of essential services, exacerbating pre-existing challenges in governance, economic development, and social cohesion (UNHCR, 2023; OCHA, 2023). The higher education sector has not been spared. Since the eruption of war, higher education institutions have faced significant operational challenges, including damaged infrastructure, reduced enrolment, and limited access to resources and funding (Hassan, 2023; Elhag and Baleela, 2025).

Prior to the conflict, Sudan’s higher education institutions were grappling with systemic challenges, including underfunding, political interference, limited research output, and brain drain. While the sector experienced rapid expansion in the 1990s and 2000s, this growth was not matched with adequate investment in quality assurance, faculty development, or infrastructure (Ibrahim, 2019; Ahmed, 2021). Many universities, particularly regional ones, suffered from shortages of qualified academic staff, poor internet connectivity, outdated curricula, and limited access to international academic networks. Despite these limitations, universities continued to play an essential role in producing skilled professionals and contributing to local development through community-oriented programs and research.

The war has severely disrupted the fragile gains made in higher education. Many universities—especially those located in Khartoum, North Kordofan, and Darfur—have been forced to suspend academic operations due to direct attacks, occupation of campuses by armed groups, and insecurity that prevents staff and students from attending. Buildings and laboratories have been looted or destroyed, and the displacement of academic communities has fragmented institutional cohesion. Regional universities, such as the University of El Geneina in West Darfur and Red Sea University in Port Sudan, have faced unique pressures. While some institutions have attempted to resume teaching remotely or relocate temporarily, they face acute logistical, financial, and technological constraints. The war has also deepened inequalities between universities in relatively stable regions and those in active conflict zones, threatening to create a tiered system of access and opportunity.

Higher education plays a critical role in fragile and conflict-affected settings, serving as a driver of knowledge production, human capital development, and social transformation (Kester et al., 2022). In such contexts, universities often act as hubs for intellectual engagement, providing a space for critical thinking and dialogue that can contribute to peacebuilding and recovery efforts. Furthermore, higher education institutions are uniquely positioned to address the socio-economic needs of their surrounding communities, offering programs that promote skills development, entrepreneurship, and civic engagement (Zeleza and Olukoshi, 2004; Tilak, 2009). However, the capacity of these institutions to fulfil their potential in conflict-affected environments is often severely constrained by resource shortages, political instability, and the direct impacts of violence (Barakat and Milton, 2015).

Higher education institutions are key stakeholders in resilience and recovery efforts. They play a pivotal role in fostering social cohesion, promoting reconciliation, and supporting socio-economic rebuilding through targeted educational and research initiatives (Barakat and Milton, 2015). Despite their potential, universities face unique vulnerabilities in times of conflict, including difficulties in retaining staff, maintaining operational continuity, and addressing the immediate and long-term needs of their constituencies (Barakat and Milton, 2015). Understanding their evolving role during Sudan’s ongoing war and in the post-war rebuilding process is crucial for strengthening their resilience and maximizing their contributions to the nation’s recovery.

1.2 Significance of regional universities

Situated closer to affected communities, regional universities are well-placed to respond to local needs and challenges. They have the potential to play a critical role in addressing local needs, fostering social cohesion, and driving economic development, particularly in fragile and conflict-affected settings. As institutions embedded within their communities, they serve as hubs for knowledge dissemination, skills development, and capacity building, directly contributing to the socio-economic well-being of their regions (Altbach and Knight, 2007). In Ghana, for example, the University for Development Studies is renowned for its focus on community-based education and research aimed at addressing rural development challenges (Abonyi, 2016). Similarly, the University of Limpopo in South Africa has prioritized healthcare and agricultural initiatives tailored to the needs of local communities (RDIH, 2025). In Sudan, regional universities were founded to provide educational access to underserved populations, nurture local leadership, and advance solutions to context-specific challenges, such as agricultural productivity, environmental management, and public health (Elhadary, 2010).

Regional universities in Sudan are federal institutions^[1] of higher learning established to serve specific geographical regions outside the capital, Khartoum. These universities emerged as part of the “Higher Education Revolution” initiated in the early 1990s, aimed at expanding access to higher education across the country. This initiative sought to reduce geographical disparities, increase enrolment, and decentralize educational opportunities, enabling rural and underserved communities to access higher education without migrating to the capital of the country where most of the higher education institutions are concentrated (Beshir et al., 2020; Elhag and Baleela, 2025). Currently, there is at least one public university in each state, complemented by private colleges.

Regional universities in Sudan were envisioned as institutions that could directly address local societal challenges. Their programs should be designed to align with the needs of their surrounding communities, focusing on critical areas such as food security, public health, and resource management. These institutions also played a vital role in reducing travel and accommodation costs for rural students, which facilitated a significant increase in female enrolment. By 2003, the percentage of female students had risen to 53%, a remarkable improvement from earlier years. This figure later approached 60% of all students (Elhadary, 2010).

Despite these positive outcomes, the rapid expansion of higher education created numerous challenges for regional universities. The surge in student numbers was not matched by corresponding improvements in infrastructure, faculty recruitment, or research funding. This led to a decline in educational and research quality. The neglect of research was particularly pronounced, as these institutions lacked the funding and capacity to support robust research initiatives. Due to chronic staff shortages, large student enrolments, and limited institutional support, faculty members were overburdened with teaching responsibilities, leaving little time for research activities. In addition to teaching multiple courses, many faculty members were also tasked with administrative duties and student supervision. This situation was compounded by extremely low salaries, which forced many academics to engage in external consultancies or part-time work to supplement their income. As a result, the time and energy available for rigorous academic research were significantly constrained, undermining the research capacity of universities and limiting their contribution to knowledge production and policy engagement. Furthermore, some of the introduced policies undermined academic freedom and university autonomy, limiting the capacity of regional universities to innovate and contribute effectively to national development (Elhadary, 2010; Beshir et al., 2020).

1.3 Purpose and objectives

This study seeks to illuminate the evolving role of regional universities by providing insights into their contributions to resilience and recovery amidst profound challenges. Within this context, the specific objectives are to: 1) examine coping strategies and institutional resilience during the war; 2) explore the contributions of regional universities to peacebuilding and socio-economic recovery; and 3) identify challenges, opportunities, and policy recommendations for strengthening these institutions.

2. Methods

2.1 Data collection

The study employed semi-structured key informant interviews conducted remotely through virtual platforms. In addition to that, some informants were requested to provide relevant documents to enrich the contextual understanding and supplement the data collected.

2.2 Sampling and informant selection

Informants were selected using a combination of purposive and snowball sampling techniques. The purposive sampling approach ensured the inclusion of individuals directly relevant to the research focus. Eligibility criteria included professional affiliation with regional universities in Sudan, either as staff or through administrative or cooperative roles. Initial key informants were identified and approached based on their expertise, experience, and relevance to the study. Following this, snowball sampling was employed, where informants recommended additional informants who met the selection criteria. This iterative approach facilitated the inclusion of diverse perspectives and expanded the sample to capture a broader range of stakeholder insights.

2.3 Interview topics and structure

Appendix 1 outlines the interview questions which were designed to maintain consistency across interviews while allowing flexibility to explore emergent issues. The key topics addressed included the impact of the ongoing war on regional universities, the coping mechanisms these institutions have employed during the conflict, and their role in post-war recovery and development. Additionally, the discussions examined the challenges and opportunities faced by regional universities in Sudan, as well as informants’ recommendations and visions for the future of these institutions.

2.4 Informant demographics

The study included 17 informants, comprising 11 males and 6 females. Informants' professional experience ranged from 12 to 42 years, across a wide spectrum of academic and administrative roles. They represent a broad range of academic disciplines, including Veterinary Science, Economics, Agriculture, Anthropology, Geography, Animal Production, Forestry, Law, and History. Among the informants were individuals with significant leadership experience in higher education, including a former Minister of Higher Education and Scientific Research in Sudan and several current and former university Vice-Chancellors. Most informants held roles that combined teaching, research, and administrative responsibilities, reflecting their multifaceted contributions to higher education. These roles included overseeing academic programs, conducting research, and managing institutional operations. One informant was solely focused on research.

Table 1: List of key informants interviewed

3. Results

3.1 The situation in regional universities prior to the eruption of the war

Before the war erupted, regional universities in Sudan were experiencing mixed progress and different challenges. Before the war, many universities were in the process of developing their infrastructure, expanding academic programs, and contributing to community development, albeit within the constraints of limited resources. Several institutions also established partnerships with local and international organizations, enabling research and capacity-building initiatives.

However, even before the current war, regional universities in conflict-affected areas like Darfur and South Kordofan were already grappling with the consequences of persistent violence and instability. For instance, the Dalang University in South Kordofan often had to navigate the complexities of operating in a region affected by intermittent clashes between government forces and armed groups. The security risks disrupted academic activities, restricted mobility for staff and students, and limited access to essential resources. In Darfur, universities such as Zalingei had been significantly impacted by the region's protracted conflict, which caused damage to infrastructure and forced faculty and students to operate in environments of fear and uncertainty. Some universities in these areas faced a steady loss of faculty as professionals migrated to safer locations or abroad, exacerbating existing shortages of qualified staff.

Financial resources were another critical issue. Universities in these conflict zones relied heavily on government funding and student fees, which were insufficient to meet their needs. Thus, infrastructure development was slow or stagnated, with many facilities remaining substandard or incomplete due to limited investment. Furthermore, the presence of armed groups and political instability often disrupted community engagement initiatives, undermining the universities' potential role in local development and peacebuilding.

Even before the war, the foundation for higher education in Sudan’s regional universities was fragile, particularly in conflict-prone areas. While there was growth in student enrolment and aspirations for these institutions to serve as catalysts for local development, their progress was frequently disrupted by the enduring effects of conflict. The onset of the current war further exacerbated these challenges, pushing many universities to the brink of collapse.

3.2 The performance of regional universities amidst the ongoing war

The informants acknowledged that the ongoing war in Sudan has had profound and varying impacts on regional universities across the country. The performance of these universities has diverged significantly depending on their geographical location, with universities in war zones experiencing near-total collapse, those in besieged areas facing severe operational challenges, and those in safer regions adapting under considerable strain. The state of regional universities in these three contexts is highlighted in the following subsections.

Regional universities in war zones

Regional universities located in war zones, such as universities in Darfur, have experienced severe impacts due to the ongoing conflict. These universities faced near-total destruction of their infrastructure, including essential facilities like buildings, laboratories, libraries, and administrative offices. Many of these sites were looted or repurposed as military barracks, resulting in the loss of critical equipment and academic records. Academic activities were entirely disrupted as students and staff were displaced, with some individuals joining armed groups for protection or survival. Communication networks were rendered inoperable, making distance learning and administrative coordination impossible. In addition to infrastructural and operational losses, these universities suffered significant human resource challenges. Many faculty and staff fled either to safer regions within Sudan or abroad, resulting in a critical brain drain. Tragically, some staff members also lost their lives due to the conflict, further exacerbating the human resource crisis.

Regional universities in besieged areas

In besieged regions, such as Kordofan, regional universities attempted partial adaptation to the ongoing challenges. These efforts included relocating administrative functions to safer areas within the region and implementing distance education where possible. However, the effectiveness of these measures was limited by weak crisis management systems and a lack of robust infrastructure. For example, the inability to access or secure academic records posed significant barriers to continuity. Community engagement programs, which were previously integral to these universities, were largely disrupted as institutional priorities shifted toward immediate humanitarian relief. Faculty and staff retention also emerged as a critical issue, with many professionals leaving their positions due to safety concerns and financial instability. Consequently, these universities have struggled to maintain their operations and fulfil their academic and community-oriented mandates.

Regional universities in safer areas

Universities located in safer regions, such as in eastern and northern Sudan, have demonstrated greater resilience and adaptability. These institutions have played a critical role in hosting displaced faculty and their students, providing facilities for exams, teaching, and limited research. For instance, the University of Gadarif accommodated multiple universities for academic activities, including the hosting of exams and practical training sessions. Despite financial and logistical constraints, these universities continued their teaching operations, although modifications, such as reducing semester durations and merging facilities to manage the increased load, were necessary. Community outreach initiatives, such as health camps organized by university students, provided essential services to displaced populations and reinforced the universities' roles in community support. However, these universities have faced their own challenges, including financial limitations, overcrowding, and a reduced faculty workforce. Partnerships with international and local organizations have partially mitigated these challenges, enabling universities to maintain some academic and social activities.

3.3 Impact of the ongoing war on student enrolment and staff retention

Informants emphasized the need for a comprehensive assessment of the impacts of the ongoing war on regional universities which should start as early as possible, even before the end of the war. This is because the ongoing war has significantly affected key aspects of the functionality of regional universities, including student enrolment, staff retention, research activities, infrastructure, and essential services.

Student enrolment

The ongoing war in Sudan has profoundly disrupted student enrolment in universities, with varying impacts across regions. In war zones, enrolment has completely ceased as displacement and destruction have rendered campuses non-functional. Many students and staff have fled, often to refugee camps, and the lack of communication infrastructure has prevented remote learning or registration efforts. One informant described the situation, stating, “Until now, at the University of Geneina, there is no student registration. The educational process has completely stopped at the university.”

In besieged areas, regional universities face partial enrolment disruptions. Attempts to resume activities through distance learning and hosting exams in safer regions have been hindered by logistical barriers, displacement, and financial hardships. Many students remain scattered, making it challenging for universities to track and support them. One informant highlighted that “enrolment is inconsistent and incomplete, with many students unable to enrol due to security concerns.”

Regional universities in safer areas have hosted exams and partially integrated displaced students into their programs from universities in conflict zones, despite limited resources. This influx has caused overcrowding and strained facilities, as noted by an informant from a regional university in safer areas: “We have opened our doors to displaced students, but the surge has overwhelmed our infrastructure.”

The widespread destruction of communication networks and administrative records has exacerbated enrolment challenges, leaving many students disconnected from their universities. Safer universities have made significant efforts to accommodate displaced students from conflict zones, but the increased demand has tested their capacity. As one informant summarized, “The war has not just disrupted education; it has shattered the lives and futures of thousands of students.” Addressing these issues requires rebuilding communication systems, restoring administrative and academic records, and providing targeted support for affected students and institutions.

Staff retention

Informants highlighted significant challenges in staff retention at regional universities due to the war. The war has exacerbated pre-existing issues, leading to widespread displacement, low morale, and a critical loss of academic and administrative personnel.

Many faculty members and staff have fled war-affected regions for safer areas within Sudan or sought refuge abroad. An informant from severely war-affected areas stated, “The majority of our staff are now in refugee camps in neighbouring countries, leaving the university without the capacity to operate.” This mass exodus has created severe shortages of qualified personnel, undermining the ability of universities to continue their academic and administrative functions.

In besieged areas, universities face additional challenges in retaining staff due to ongoing insecurity, financial instability, and deteriorating working conditions. One informant explained that “Faculty members are leaving not just because of safety concerns but also because salaries are inconsistent, often reduced to 60%, and no longer cover basic living expenses.” Many staff members feel unsupported and undervalued, leading to further departures.

Even in safer regions, where universities are operational, staff retention remains a challenge. Hosting displaced universities and increased workloads have strained faculty and administrative staff. An informant from one of the universities in the safer areas noted that “Professors are overwhelmed, managing their regular responsibilities while taking on additional teaching and administrative tasks for displaced institutions.” This additional burden has led to burnout and dissatisfaction among staff.

The brain drains caused by the conflict have broader implications for the quality of education and research at regional universities. Many of the staff who have left were among the most experienced and qualified, further depleting the academic capacity of these institutions. An informant emphasized, “Those who have left are unlikely to return, creating a significant gap in expertise that will take years to rebuild.”

3.4 Coping strategies and institutional resilience

In response to the challenges posed by the ongoing war, regional universities in Sudan have employed various coping strategies to sustain their operations. These efforts reflect their institutional resilience and ability to relatively adapt in the face of crisis. Key strategies include the adoption of remote learning, partnerships with non-governmental organizations (NGOs), exploration of alternative funding sources, and the establishment of staff support systems.

Remote learning

Many regional universities have adopted virtual platforms to continue teaching and learning amid the disruption. Some regional universities in war-affected areas have implemented remote learning strategies, though often with significant limitations due to poor internet connectivity and inadequate infrastructure. For instance, one informant noted, “The university has begun providing a lecture in direct contact with students and the second lecture via media, but this is done through individual efforts by professors rather than a university-wide initiative.” In some cases, platforms like WhatsApp and Zoom have been utilized to connect students and faculty. However, the lack of widespread internet access and digital literacy, particularly in conflict zones, has hindered the scalability of these approaches. “Digital transformation can bridge the gap in student enrolments, even in the most remote or conflict-affected areas,” an informant noted.

Partnerships with NGOs

Collaborations with NGOs have provided critical support to some universities, particularly those in safer areas. Organizations have funded projects, provided resources, and supported displaced students and faculty. For example, one university in eastern Sudan has established partnerships with entities the British Council and the United Nations for Women to sustain its activities. Similarly, universities in Darfur have historically worked with international organizations to implement peacebuilding and community development programs, though these efforts have largely shifted toward humanitarian relief during the current crisis. An informant highlighted, “NGOs have supported universities through small-scale projects and research initiatives, but these collaborations are often constrained by limited funding and the focus on immediate relief rather than long-term development.

Alternative funding sources

Facing significant financial constraints, some universities have sought innovative ways to generate alternative funding. For example, a university in northern Sudan established a cooperative society and launched investment initiatives to reduce the burden on staff and support university operations. As one informant explained, “We turned to investment and partnerships with the local state government to sustain essential services.” These efforts include leveraging university assets, such as renting out facilities and forming agreements with professional councils to host exams. Despite these attempts, the scale of alternative funding remains insufficient to address the full extent of financial challenges.

Staff support systems

To retain and motivate staff during the crisis, some universities have introduced measures to alleviate the economic and psychological burden on employees. For example, some universities in eastern and northern Sudan have adjusted working hours, allowing staff to work fewer days per week to reduce commuting costs and provide opportunities for additional income. An administrator from one of these universities noted, “We preserved the rights of students while providing flexibility for staff, including vacations and reduced hours, to help them cope with the financial and psychological pressures.” However, many universities still struggle to provide adequate salaries, with staff often receiving only partial pay. Despite these efforts, the lack of robust support systems has led to widespread dissatisfaction and migration among faculty and staff

3.5 Hosting war-affected universities

Regional universities located in safer areas of Sudan have played a pivotal role in mitigating the impact of the ongoing war on higher education by hosting public and private universities displaced from conflict zones. These universities have provided essential academic, administrative, and logistical support, ensuring continuity for students, faculty, and staff from war-affected institutions.

Academic and administrative support

Universities in safer regions have accommodated displaced students and faculty by offering their facilities for teaching, examinations, and practical training. Public and private universities have utilized these host institutions to conduct critical academic activities. An informant from a host university remarked, “Our laboratories, classrooms, and dormitories are being shared among displaced institutions to ensure students can continue their education despite the challenges.”

In addition to academic activities, universities in safer areas have provided vital administrative support to displaced institutions. This includes facilitating the issuance of academic certificates, maintaining student records, and coordinating communication between displaced students and their original universities. For instance, El Fasher University’s administrative team has been split across Kassala, the Red Sea, and Shendi universities, ensuring continuity of services for its displaced students and staff.

Private universities have also relied on hosting institutions to manage their operational needs. Private colleges, including Nabta University and the El-Sharg Private University, have used shared spaces and collaborated with host universities to maintain their programs. This partnership has enabled smaller institutions with limited resources to sustain their activities amidst the war.

Challenges in hosting public and private universities

While hosting universities have provided invaluable support, they face significant challenges in accommodating both public and private institutions. The increased demand for facilities has placed pressure on already limited resources, including classrooms, laboratories, and dormitories. An informant from a host university explained, “Professors are overburdened with extended teaching hours as they manage both their regular responsibilities and additional workloads from hosting activities.”

An informant from a host university emphasized that funding shortages are another critical issue. Hosting universities often lack the financial resources required to maintain their expanded operations. While some partnerships with NGOs have provided partial relief, the scale of funding remains insufficient to meet the growing demand. Moreover, logistical complexities, such as managing academic calendars and coordinating curricula across multiple universities, have created additional operational burdens.

3.6 Role of regional universities in post-war recovery

Regional universities in Sudan have the potential to play a pivotal role in the country’s post-war recovery. Leveraging their academic expertise, community connections, and strategic locations, these institutions can contribute significantly to peacebuilding, socio-economic development, and specialized programs tailored to post-conflict recovery needs.

Peacebuilding and reconciliation

Informants acknowledged that regional universities can be key players in fostering peace and reconciliation in Sudan by addressing the divisions caused by the war. Through peace studies centres and community engagement programs, regional universities can facilitate dialogue among conflicting groups, promote understanding, and rebuild trust. An informant highlighted the importance of such efforts, stating, “Universities must mend the social fabric by offering programs focused on removing the sediments left by the war and fostering unity.”

Peacebuilding initiatives could include hosting workshops and seminars on conflict resolution, negotiation, and transitional justice. Universities can also integrate courses on the culture of peace, human rights, and conflict resolution into their curricula to educate the next generation on the values of coexistence and tolerance. By acting as neutral platforms for dialogue, regional universities can provide communities with safe spaces to discuss grievances and propose solutions.

Socio-economic development

Regional universities have a crucial role in rebuilding Sudan’s war-torn communities and economies. Their academic programs can be aligned with the specific needs of their local regions, offering targeted training and capacity-building initiatives to empower communities. For example, an informant explained, “Our graduates in medical and agricultural fields have already played a role in filling critical gaps during the war, and this can be expanded in the post-war period.”

Informants added that universities can collaborate with local governments and NGOs to implement development programs. This includes vocational training for displaced populations, microfinance initiatives to support small businesses, and entrepreneurship programs to stimulate economic activity. By partnering with industries and local organizations, universities can create employment opportunities and contribute to the revitalization of local economies.

Specialized rebuilding programs

Post-war recovery requires addressing unique challenges such as infrastructure reconstruction, trauma healing, and governance reform. Regional universities are well-positioned to develop specialized programs to meet these needs. For example, the engineering faculties can contribute to rebuilding damaged infrastructure, while faculties of medicine and psychology can focus on providing mental health support and addressing the trauma experienced by war-affected populations.

For example, peace studies centres could lead efforts in conflict transformation and community reconciliation. These centres can train local leaders, youth, and civil society organizations in effective conflict management and peacebuilding techniques. Similarly, legal studies programs can assist in rebuilding governance systems by promoting the rule of law and transitional justice mechanisms.

3.7 Institutional challenges and opportunities

As Sudan moves toward post-war recovery, regional universities face a complex landscape of challenges and opportunities that will shape their ability to contribute effectively to rebuilding the nation. While structural, financial, and academic hurdles present significant obstacles, opportunities for innovation, growth, and partnerships with key stakeholders offer a path forward.

Current challenges

Many regional universities suffer from a shortage of highly qualified faculty and staff due to the localized nature of their academic and professional training. A significant proportion of staff have obtained all their academic degrees – bachelor, masters, and PhD –from local universities, often without exposure to international academic or research environments. As one informant remarked, “When you have someone who completed all their education at the same university and worked there throughout their career, they lack the diverse perspectives and innovation that come from external exposure.” This insular training environment limits the staff's capacity to adopt global best practices, innovate teaching methods, or engage in competitive research. Furthermore, many staff members have low profiles within the international academic community, which hinders the ability of these universities to establish meaningful collaborations with global institutions.

Many informants also criticized the regional universities for their lack of alignment with the specific needs and contexts of their regions. Instead of tailoring their curricula, research priorities, and institutional goals to address local issues, these universities often replicate the structure and programs of larger institutions in the capital, Khartoum. An informant observed, “These universities are designed as copies of those in Khartoum, with the same departments and goals, even though the local context demands something entirely different.” This mismatch reduces the universities' effectiveness in contributing to regional development.

The involvement of some university staff in the ongoing conflict, either as active participants or advisors to warring parties, poses a significant challenge to the neutrality and effectiveness of regional universities. An informant observed, “A number of university professors and administrators have joined one of the parties to the conflict as fighters or consultants, which undermines the perceived impartiality of the institution.” This alignment can damage the credibility of universities as neutral spaces for dialogue and learning, creating mistrust within communities. It also risks polarizing academic institutions along political or ethnic lines, which can hinder their ability to contribute to peacebuilding and reconciliation.

Opportunities for growth

Regional universities have a unique opportunity to tailor their programs to the specific needs of their communities. For example, universities in agricultural regions can focus on developing sustainable farming practices and agribusiness, while those in conflict-affected areas can emphasize peacebuilding and social cohesion. An informant said, “Aligning academic programs with local economic and social needs is key to ensuring that universities contribute effectively to recovery.”

The adoption of digital technologies for remote learning during the war presents an opportunity for regional universities to expand their reach and improve access to education. By investing in digital infrastructure and online platforms, universities can enhance their academic delivery and attract a wider pool of students, including those in displaced or underserved communities.

Post-war recovery creates a need for innovative solutions, and regional universities can position themselves as hubs for research and development. Collaborations with local industries and international research institutions can drive advancements in areas such as infrastructure rebuilding, healthcare, and governance reform.

3.8 Policy reforms and future outlook

Informants highlighted the critical need for policy reforms, sustained donor engagement, and a clear vision to enable regional universities to become pillars of resilience and recovery in Sudan's post-war landscape.

Policy reforms

The need for comprehensive policy reforms to strengthen regional universities and align them with the demands of post-war rebuilding was also emphasized in our interviews.

Regional universities require greater autonomy to design curricula, allocate resources, and establish partnerships tailored to local needs. One informant stated, “Centralized governance models restrict universities from responding effectively to the unique challenges of their regions. Decentralization is crucial for empowering these institutions.”

Policy reforms should prioritize the professional development of university staff. This includes offering international fellowships, training programs, and opportunities for academic exchanges to enhance the quality of teaching and research. One informant remarked, “Staff who are trained locally with no exposure to international practices struggle to bring innovation to their work. Internationalized capacity-building programs are essential.”

Dedicated funding for research and the rebuilding of infrastructure is essential. Informants stressed the need for policies that ensure sustained investment in laboratory facilities, libraries, and technology. “Without proper funding and infrastructure, universities cannot fulfil their mandate of driving innovation and knowledge production,” noted an informant.

Donor engagement

Informants highlighted that while international donors have an essential role to play, regional universities must first make more efficient use of their own local resources. Several informants pointed out that misallocation and underutilization of existing funds often hinder institutional development. “We already have some resources, but they’re not always used for the right purposes or aligned with institutional priorities,” one informant explained. Strengthening internal governance, improving transparency, and fostering a culture of accountability were identified as critical steps for optimizing resource use.

At the same time, international donors should prioritize long-term engagement with regional universities, focusing on capacity building, infrastructure development, and research funding. One informant remarked, “Short-term aid is insufficient. We need sustained partnerships that help rebuild these institutions over time.”

Donors can also support the recovery of human capital by funding scholarships for students and facilitating academic exchanges for faculty. “International exchanges will not only expose our staff to global best practices but also help them rebuild their confidence and academic credentials,” noted another informant.

Specific programs targeting universities in conflict-affected regions are necessary. These initiatives should address unique challenges such as trauma counseling, peacebuilding, and community reconciliation. “Donors must recognize the unique needs of conflict zones and prioritize programs that address both the psychological and educational damage caused by war,” one informant stated.

Crucially, donors should work collaboratively with local institutions to ensure transparency and accountability in the utilization of funds. As one informant emphasized, “Effective oversight ensures that funding translates into tangible improvements in infrastructure, academic programs, and community impact.”

Vision for the future

To position regional universities as cornerstones of resilience and recovery, informants proposed a strategic vision that allowed the existing centres for peace studies, community development, and conflict resolution to play their expected imperative role. These centres can lead initiatives to mend the social fabric, promote dialogue, and train local leaders in effective governance. An informant remarked, “Centres for peace studies are essential for addressing the divisions caused by war and fostering reconciliation in communities.”

Regional universities should prioritize research that addresses the immediate needs of their communities, such as food security, healthcare, and infrastructure rebuilding. One informant stated, “Research must go beyond theory and directly contribute to solving local problems. This is the only way universities can be relevant in post-war Sudan.”

Collaborations with the private sector can provide not only much-needed funding but also opportunities for innovation, skill development, and relevance in academic programming. In resource-constrained environments like Sudan’s regional universities, partnerships with industries, agribusinesses, and service providers can support research with practical applications, create internship and employment pathways for students, and enhance curricula to better match labour market needs. Moreover, private companies operating in stable regions can contribute through corporate social responsibility (CSR) programs that invest in campus infrastructure, digital technologies, and entrepreneurship hubs. One informant suggested, “Universities should proactively seek out partnerships with local businesses—these actors are often more connected to the needs of the community and can help bridge the gap between education and employment.” Leveraging such partnerships could significantly boost institutional sustainability and local development impact.

The adoption of digital technologies can expand the reach of regional universities and improve access to education. Informants emphasized the importance of investing in online platforms, virtual learning tools, and digital libraries. “Digital transformation is no longer optional—it is the backbone of modern education, especially in regions recovering from conflict,” one informant stated.

Universities should develop crisis management plans to ensure continuity during future disruptions. An informant commented, “The current war exposed the vulnerabilities of our institutions. A resilience framework is necessary to safeguard operations in uncertain times.”

4. Discussion

This study explored the evolving role of regional universities in Sudan amid the ongoing conflict and their potential contributions to post-war recovery. The findings reveal how these institutions are navigating acute disruptions by adopting coping mechanisms and demonstrating institutional resilience. Despite formidable constraints, universities have remained important sites of learning and engagement. However, realizing their transformative potential will require addressing systemic challenges and leveraging new opportunities through coordinated reform and investment.

4.1 Coping strategies and institutional resilience

Regional universities have had to adapt rapidly to the war’s disruptions. One of the most notable adaptations has been the adoption of remote and mobile learning solutions. For instance, the use of pre-recorded lectures and mobile applications by faculties at the University of Khartoum illustrates attempts to maintain educational continuity (Elhag and Baleela, 2024; Elgadal and Glade, 2024). However, limited digital infrastructure and poor internet connectivity, especially in rural or displaced settings, undermined equitable access (Alamin et al., 2024).

Universities have also sought alternative funding to compensate for reduced government allocations, turning to private donors and international grants. While this diversification is commendable, dependency on external sources creates new vulnerabilities, particularly when funding is short-term or conditional (Milton and Barakat, 2016). Meanwhile, faculty displacement and low morale have triggered staff retention challenges, despite mitigation efforts such as temporary relocation and virtual professional development (Elhag and Baleela, 2024).

These patterns resonate with findings from other conflict-affected countries, where higher education institutions often display adaptive ingenuity yet struggle with structural limitations (Kester et al., 2022; Milton and Barakat, 2016). As seen in Iraq and Afghanistan, without robust national frameworks and long-term support, such resilience can be short-lived.

4.2 Contributions to peacebuilding and socio-economic recovery

In conflict and post-conflict contexts, universities have a dual role: delivering education and serving as agents of peace and development. Informants highlighted that regional universities can act as neutral platforms for dialogue and reconciliation. With the right support, they could initiate peace education programs and conflict resolution training tailored to local dynamics—mirroring successful models in other post-conflict societies (Kester et al., 2022).

Revamping curricula to include topics such as transitional justice, civic education, and human rights could empower students as peacebuilders. Universities can also become engines for economic revitalization by aligning academic programs with local labor market needs and challenges. This requires shifting from uniform curricula to context-sensitive academic programming developed with community input.

Moreover, regional universities have the potential to generate policy-relevant research that addresses root causes of conflict, such as inequitable resource distribution and governance deficits. Informants stressed that these institutions have historically contributed to national discourse and can do so again, provided their research capacity is rebuilt.

To support this transformative agenda, sustained international collaboration is essential. However, as informants emphasized, local ownership and the efficient use of internal resources must be prioritized. Several participants noted that resource mismanagement and weak institutional governance often prevent universities from making the most of what they already have.

4.3 Challenges and opportunities for strengthening regional universities

The challenges facing regional universities are considerable. The conflict has devastated physical infrastructure—campuses have been looted or occupied, and many institutions have ceased functioning altogether in active war zones (Alamin et al., 2024; Elhag and Baleela, 2024). Brain drain has further weakened academic capacity, with many faculty members seeking refuge in safer areas or abroad (Elgadal and Glade, 2024).

Additionally, there is a disconnect between academic offerings and local socio-economic realities. Political interference in governance and curricula design has further constrained institutional autonomy, limiting the universities' ability to respond to regional development needs.

Yet, important opportunities exist. Strategic investment in digital tools could enhance access and flexibility, particularly for displaced students. Collaborations with NGOs, private sector actors, and international universities offer a way to overcome resource shortages and expand institutional capacity. These partnerships can support faculty training, infrastructure rebuilding, and curriculum development (Milton and Barakat, 2016).

Importantly, private sector collaboration remains an underutilized resource. Engaging with local industries can align research and training with market needs, support innovation, and create new income streams for universities. As one informant noted, “Universities should proactively seek out partnerships with local businesses—these actors are often more connected to the needs of the community.”

Aligning academic programs with regional priorities and involving community stakeholders in university planning processes can enhance institutional relevance and legitimacy (Garcia, 2023). This approach can transform universities into hubs for local recovery, human development, and social cohesion.

5 Conclusions and recommendations

Conclusions

This study has examined the evolving role of regional universities in Sudan amidst the ongoing war and their potential contributions to post-war recovery. The findings highlight how these institutions have navigated unprecedented challenges, demonstrating resilience in the face of infrastructural damage, financial strain, and faculty and student displacement. While regional universities in war-affected zones have faced near-total collapse, those in safer regions have adapted, hosting displaced students and faculty while sustaining limited academic operations.

Despite these adaptive measures, significant challenges remain, including limited funding, deteriorating academic infrastructure, and the loss of experienced faculty members. The war has exacerbated pre-existing weaknesses in regional higher education, including governance limitations and the misalignment of academic programs with local socio-economic needs. However, the study also underscores the potential of regional universities as catalysts for post-war recovery. These institutions can play a crucial role in peacebuilding, economic development, and governance reform by fostering research-driven policy solutions, offering targeted training programs, and serving as neutral platforms for reconciliation efforts.

Moving forward, strengthening regional universities requires a multi-faceted approach that includes policy reforms, increased funding, and sustainable partnerships with international institutions, NGOs, and the private sector. Enhancing institutional autonomy, aligning academic programs with local needs, and integrating digital learning solutions can help regional universities rebuild and expand their impact. By addressing these structural challenges and leveraging available opportunities, regional universities can emerge as critical actors in Sudan’s long-term recovery and development.

Recommendations

Based on the findings of this study, several key recommendations are proposed to strengthen the role of regional universities in Sudan’s ongoing war and post-war recovery. These recommendations focus on policy reforms, institutional capacity-building, and sustainable partnerships to enhance the resilience and effectiveness of higher education institutions in conflict-affected settings.

1. Strengthening institutional resilience and autonomy

Enhance the capacity of regional universities by granting them greater institutional autonomy to develop context-specific curricula, manage resources, and form locally relevant partnerships; by establishing robust crisis management strategies to ensure continuity during conflict; and by improving governance structures to promote transparency, accountability, and long-term sustainability.

2. Enhancing funding and resource allocation

Secure the recovery and sustainability of war-affected universities by establishing dedicated funding mechanisms for rebuilding and supporting displaced academic communities, diversifying financial sources through partnerships with international donors, NGOs, and the private sector, and offering faculty retention incentives such as salary stabilization, research funding, and professional development opportunities.

3. Aligning academic programs with local needs

Ensure the relevance and impact of higher education by revising curricula to reflect regional socio-economic priorities, promoting community-based learning that engages students and faculty in addressing local challenges, and expanding vocational and technical training to equip graduates with practical skills for post-war reconstruction.

4.Leveraging digital technologies for education

Expand access and continuity in higher education by investing in digital infrastructure, training faculty and students in the use of remote learning technologies and ensuring affordable and inclusive internet access and digital devices, especially for displaced and conflict-affected populations.

5. Strengthening international and local partnerships

Enhance institutional capacity and recovery efforts by building collaborative relationships with international universities, NGOs, and the private sector, and by involving local stakeholders and policymakers to ensure that higher education development aligns with Sudan’s national reconstruction goals.

6. Supporting peacebuilding and social reconciliation

Position regional universities as agents of peace by establishing centers for peace studies, integrating peace education and transitional justice into academic programs, and promoting inter-university collaboration to foster national unity and reduce regional educational disparities.

7. Implementing policy reforms for long-term sustainability

Lay the foundation for a resilient higher education sector through the development of a national recovery framework, advocacy for policy reforms that strengthen university autonomy and government support, and the institutionalization of monitoring and evaluation systems to guide and adapt educational strategies.

Acknowledgments

An earlier version of this paper was presented at the Sudan-Norway Academic Collaboration (SNAC) project workshop on 'Higher Education in Sudan: Current Challenges and Recovery Prospects in the Postwar Period,' held in Cairo on December 5-6, 2024. I sincerely appreciate the valuable feedback and insightful discussions from the workshop participants, which have contributed to the refinement of this paper. I would also like to express my gratitude to the key informants who generously shared their knowledge and experiences.

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