Challenges of Formal Land Education in Conflict Settings: The Cases of Ethiopia, Palestine and Sudan

Abstract Academic scholarship has extensively studied the relationship between land, education and conflict. However, while analysing the problems of land scarcity, different symbolic meanings and competing interests over land as root causes of violent disputes within and between countries, scholars tend to overlook the potential role of land education in preventing conflict, building peace and promoting sustainable economic growth. This research examines the challenges of formal land education in fragile, conflict‐affected and vulnerable (FCV) settings in Sub‐Saharan Africa and the Middle East and North Africa (MENA) region, considering the critical cases of Ethiopia, Palestine and Sudan. The research specifically focuses on higher education institutions, excluding informal land education practices. The research employs a mixed‐methods approach, including in‐depth expert interviews conducted in Ethiopia and Palestine, complemented by survey data collected in Sudan. This research contributes to the academic literature by providing insight into common challenges around formal land education in conflict‐affected countries.