For millions of children around the world, education is no longer just about learning it is about survival.

From extremist attacks on schools to the politicization of curricula, education systems are increasingly becoming battlegrounds in regions affected by conflict and instability.

Armed groups have repeatedly targeted schools as symbols of state authority and modern values.

In Nigeria, the Islamist militant group Boko Haram has carried out mass kidnappings and attacks on educational institutions, leaving communities traumatized and disrupting learning for years.

Similarly, in Afghanistan, restrictions on girls’ education have drawn international condemnation, with millions of girls denied access to secondary schooling.“These attacks are not random,” said a Geneva-based education analyst. “They are strategic — aimed at controlling narratives and limiting opportunities.”

According to the UNICEF, more than 200 million children worldwide are affected by conflict-related disruptions to education.

In war-torn regions such as Syria and Yemen, schools have been destroyed, repurposed as shelters, or abandoned altogether.

Even in relatively stable regions, the threat of violence has led to increased militarization of schools, with security forces stationed on campuses and strict surveillance measures in place.

The shift toward online learning accelerated by global crises such as the COVID-19 pandemic has further deepened educational inequalities.In many conflict-affected areas, access to reliable internet and digital devices remains limited, leaving millions of students behind.

“Technology has the potential to bridge gaps, but in these contexts, it often widens them,” said an education policy expert.

Despite the challenges, communities are finding ways to keep education alive.

In refugee camps across the Middle East, volunteer teachers are running informal classes using donated materials. In parts of Africa, radio-based learning programs are reaching students in remote and insecure areas.

International organizations, including UNESCO, are working with governments to rebuild schools and train teachers in crisis response.“Education cannot wait,” said a UNESCO official. “It is a critical tool for stability and long-term peace”.

Experts warn that prolonged disruptions in education can create fertile ground for radicalization.

Without access to schooling and economic opportunities, young people may become more vulnerable to recruitment by extremist groups.

“Education is one of the strongest defenses against extremism,” said a counter-terrorism researcher. “When it collapses, the consequences can last for generations.”

Addressing the crisis will require sustained international cooperation and investment.

Humanitarian funding for education remains significantly under-resourced compared to other sectors such as food and health, despite its long-term importance.

Advocates argue that protecting education in conflict zones should be treated as a global priority, not an afterthought.

Back in northern Nigeria, the classroom lesson continues despite the risks. For the students, each day of schooling represents a small victory against forces that seek to disrupt their future.

“I want to become a doctor,” said one student, smiling shyly. “So I can help my community.

”In a world marked by conflict and division, such aspirations offer a reminder of what is at stake and what can still be saved.

The policy was signed in Jakarta by seven ministers and is designed to guide the use of digital technology and AI across formal and informal educational institutions, from early childhood education to universities.

Officials said the measure aims to balance the potential benefits of digital innovation with safeguards to protect children and teenagers from risks associated with prolonged exposure to digital platforms.

Indonesia has one of the world’s largest online populations, with nearly 230 million internet users in 2025, according to a survey by the Association of Indonesian Internet Service Providers. Generation Alpha and Generation Z together account for nearly half of that figure.

Government officials said Indonesian children spend about 7.5 hours per day on screens, raising concerns about the social and cognitive effects of prolonged digital engagement.

Pratikno, Indonesia’s Coordinating Minister for Human Development and Cultural Affairs, said the decree was introduced partly in response to growing concerns about mental health issues among young people.

“There are a lot of factors but the number of teenagers with mental health issues are high and continue to increase, and one of the suspected triggers that have been proven academically is the uncontrolled, unmitigated use of digital technology,” Pratikno said.

He added that excessive reliance on digital tools could weaken brain activity and reduce critical thinking, cognitive development and reflective abilities among students.

The policy also seeks to promote responsible digital use and strengthen digital literacy among young Indonesians.

Meutya Hafid, Minister of Communication and Digital Affairs, said the initiative was intended to ensure that children are able to use technology in a way that reflects their level of readiness.

“Indonesia has a significant number of children using the internet. Therefore, we must ensure that they are not only a target market for the technology industry, but also able to utilize technology according to their readiness,” she said.

The decree was also signed by officials including Higher Education, Science and Technology Minister Brian Yuliarto and Primary and Secondary Education Minister Abdul Mu’ti, reflecting a cross-government approach to regulating digital technology in the education sector.