AI-Enabled Adaptive E-Learning Systems Adoption in Conflict Zone: Case Study of Palestinian Schools

Transforming education in conflict zones has not been extensively studied. This paper aims to investigate higher educational levels in conflict zones for Artificial Intelligence (AI)-enabled adaptive e-learning systems concerning schooling in Palestine. This paper constructs a comprehensive technology adoption model that explains these factors in distance education without needing the Internet. The descriptive-analytical method and the questionnaire were used for data collection. The survey included 30 questions adapted from previous studies. The focus was on the conflict areas before the war on Gaza. An electronically designed questionnaire was distributed. Data from 205 schools in Gaza were analyzed using Smart PLS 4. The results show that Perceived Usefulness (PU), Perceived Ease of Use (PEU), and System Quality (SQ) positively influence BI Behavioral Intention toward system use, while IQ Information Quality indicates areas for improvement. This paper shows AI-powered e-learning systems' transformational impact in bringing customizable, convenient, and scalable learning in resource-constrained regions. The findings suggest the importance of Information and Communication Technology (ICT) infrastructure, digital literacy training, and inclusive strategies to provide equitable access to these technologies in conflict zones and inspire others.