The Effectiveness of Educational Digital Content Quality on Sudanese PlatformsDuring Conflicts (A Field Study from the Perspective of Education College Students atSudanese Universities-Sudan)

Abstract

 This study aimed to evaluate the effectiveness of digital educational content quality on Sudanese learning platforms during times of conflict, focusing on scientific accuracy, content comprehensiveness, and organizational structure in accordance with elearning standards. Utilizing a mixed-methods approach (descriptive-analytical and qualitative), the research involved a sample of 250 students from five Sudanese universities during the 2024–2025 academic year. Data were collected through validated electronic questionnaires and analyzed using SPSS statistical software. The key findings revealed significant variations in platform evaluations across universities. Overall, content quality received the highest rating (3.98/5), with scientific accuracy scoring the highest (4.25), while interactivity received the lowest rating (3.45/5). The Islamic University of Omdurman demonstrated superior performance across all metrics (content quality: 4.30; interactivity: 3.95), whereas Kassala University scored the lowest. Gender-based differences were observed, with female students rating content quality and usability higher, while male students showed a preference for interactive tools. The study recommends enhancing infrastructure through server stabilization and the development of offline content, as well as improving interactivity through real-time feedback mechanisms and faculty training. It also emphasizes the importance of gender-responsive interface design, inter-university knowledge exchange, and the integration of AI to enhance content quality, drawing on global best practices in digital education.