As of June 2026, higher education in Gaza stands at a critical juncture following widespread destruction of campuses since October 2023. University leaders across the territory insist that recovery must be driven by Palestinians themselves, preserving institutional autonomy and academic traditions built over decades.

Current Status of Key Institutions

Before the conflict, Gaza hosted approximately 17 to 19 higher education institutions serving nearly 100,000 students. Major players included the Islamic University of Gaza, Al-Azhar University – Gaza, and Al-Aqsa University. These three alone accounted for the vast majority of enrollment and faculty.

By late 2025, assessments showed 95 percent of university campuses damaged or destroyed. Twenty-two out of 38 campuses were completely razed, while 14 others sustained partial but severe harm. Over 100 university buildings were leveled, and roughly 200 university employees lost their lives. The Palestinian Ministry of Education and Higher Education documented these losses alongside the deaths of thousands of students.

Despite the devastation, limited resumption of activities began in late 2025. Al-Azhar University – Gaza restarted some in-person classes in December 2025 amid the ruins of its facilities. Students returned to makeshift lecture spaces, often in surviving structures or temporary setups, holding onto hopes for completing degrees. Similar efforts emerged at the Islamic University of Gaza and Al-Aqsa University, with classes sometimes held in wedding venues or solar-powered temporary halls constructed from local materials in areas like al-Mawasi in Khan Younis.

UNESCO Damage Assessment and Costs

A November 2025 assessment by UNESCO, in partnership with the Palestinian Ministry of Education and Higher Education and the Arab World Research and Development Center, quantified the toll. Higher education infrastructure suffered an estimated $373 million in damage. This figure covers laboratories, libraries, classrooms, and administrative buildings across public and private institutions. Broader reconstruction needs for the sector extend far beyond immediate repairs, factoring in lost equipment, disrupted research projects, and the need for new resources to support returning students and staff.

The assessment highlighted that 88,000 higher education students saw their studies interrupted. Many institutions pivoted to online delivery where connectivity allowed, though power outages and internet instability made consistent access difficult. Faculty members faced personal losses, displacement, and the challenge of maintaining academic standards under extreme conditions.

Voices from University Leadership

Presidents of Gaza’s leading universities have issued unified statements emphasizing continuity. In a July 2025 open letter, the leaders of Al-Aqsa University, Al-Azhar University – Gaza, and the Islamic University of Gaza declared that while buildings were destroyed, the universities as academic communities persist. They called for international support that respects institutional autonomy and avoids external attempts to restructure the sector.

Omar Milad, president of Al-Azhar University – Gaza, stated in recent remarks that Palestinians must lead the rebuilding. He rejected proposals for entirely new foreign-built institutions, noting that the existing universities have not been annihilated and that local communities are the ones positioned to restore them. Similar sentiments appear in statements from Ayman Sobh of Al-Aqsa University and other administrators who stress partnership rather than imposition.

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Makeshift Solutions and Resilience

In the absence of fully restored campuses, innovative approaches have emerged. Scholars Without Borders, a U.S.-based organization, helped establish “University City” in southern Gaza using wood, metal sheets, and available local resources. This temporary academic space now hosts lectures for students from multiple institutions, including engineering and nursing programs. Solar power provides basic functionality where grid electricity remains unreliable.

Online platforms continue to play a role, allowing some continuity for students who can access them. Faculty members have adapted curricula to focus on core competencies while addressing trauma through integrated support where possible. These efforts demonstrate the determination of Gaza’s academic community to maintain educational access even as physical infrastructure lags.

Challenges in Recovery

Rebuilding faces significant hurdles. Debris removal across Gaza is estimated in the tens of millions of tons, complicating site preparation for any reconstruction. Building materials remain restricted in many cases, slowing progress even after ceasefires. Funding gaps persist, with higher education competing against urgent needs in housing, health, and basic infrastructure.

Psychological impacts on students and staff are profound. Many have experienced loss of family members, homes, and peers. Attendance at resumed classes has fluctuated due to financial pressures, transportation difficulties, and ongoing instability. Faculty shortages arise from casualties and displacement, creating gaps in specialized fields such as medicine, engineering, and sciences.

International aid coordination remains complex. While organizations express willingness to assist, university leaders stress the importance of local decision-making to ensure programs align with Palestinian priorities and cultural context.

Implications for Academics and Research

The situation carries direct consequences for the global academic community. Disrupted research pipelines affect collaborations in fields ranging from public health to environmental studies. Lost laboratories and archives represent setbacks for knowledge production that could take years to restore.

For academics considering opportunities in the region, the emphasis on Palestinian-led recovery suggests potential roles in capacity building, joint research initiatives, and faculty exchanges that honor local ownership. Worldwide, universities have hosted displaced Gazan scholars and students, creating pathways for continued contribution and eventual return.

Broader higher education trends, such as the value of resilient institutions in conflict zones, offer lessons applicable elsewhere. Gaza’s experience underscores the need for contingency planning, digital infrastructure investment, and community-centered approaches in crisis response.

International Support and Partnerships

Calls for coordinated assistance focus on respecting existing institutions. Conferences, such as one held at Hamad Bin Khalifa University in 2025, brought together Gaza university leaders with international experts to discuss reconstruction strategies. Recommendations include sustained funding for operations, equipment donations, and professional development programs for remaining and returning faculty.

Support for student scholarships and study-abroad opportunities provides immediate relief while longer-term rebuilding unfolds. Partnerships that facilitate knowledge transfer without undermining local governance have gained traction among academic networks committed to equity in global higher education.

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Future Outlook

University leaders express cautious optimism tied to sustained ceasefires and material access. Priorities include clearing rubble, restoring core facilities, and expanding psychosocial services. Rebuilding higher education is viewed as foundational to Gaza’s overall recovery, enabling the training of professionals needed in health, education, engineering, and governance.

Longer-term visions center on modernizing curricula to address contemporary challenges while preserving Palestinian identity and academic traditions. Investment in digital tools and hybrid models could enhance resilience against future disruptions. The commitment to self-determination in this process remains a consistent theme across statements from Gaza’s academic leadership.

Opportunities for Global Engagement

Academics and institutions worldwide can contribute through targeted initiatives. These include virtual mentorship programs, collaborative research grants focused on reconstruction themes, and advocacy for policies that facilitate academic mobility for Gazan scholars. Resources on career development in higher education, such as guidance on international postings, may prove useful for those exploring ways to engage constructively.

Monitoring developments through established networks ensures that support aligns with on-the-ground realities and Palestinian priorities. The path forward hinges on sustained commitment to education as a pillar of recovery and self-determination.