The present study discusses the social and personal challenges facing Arab-Bedouin students in teaching colleges and examines how they maneuver between the academic world, which represents modern urban life, and the social traditions of their society. The study is based on semi-structured interviews with 30 Arab-Bedouin students from education colleges in southern Israel. The Arab-Bedouin female students interviewed in the study reported that their status, as well as their families’ status, improved as a result of their decision to acquire higher education. Education is seen as a source of pride for them and their family members, even within their society. In addition, the study found that parental support contributed greatly to the students’ academic progress. The parents formed a safety net, for example, by helping to pay tuition or buying school supplies and equipment such as laptops.

The study analyzed the experiences of school principals in the Arab-Bedouin society during the Iron Swords War, utilizing Antonovsky’s salutogenic approach to understand coping mechanisms in stressful situations. The qualitative research involved interviews with ten Bedouin school principals, predominantly male, with an equal split between high school and middle school principals. The principals expressed concerns about personal safety and professional security, highlighting challenges like distance learning, technological issues, and lack of infrastructure. They also noted difficulties in maintaining communication with students and staff. Despite these challenges, the principals identified three main coping resources: personal resilience, school support, and external support. Personal resilience included leveraging leadership skills and past experiences, while school support involved emotional support, social inclusion, and training for teachers on technology use. External support featured significant aid from educational authorities and psychological services. A notable outcome was enhanced parent–school interaction and the promotion of emotional discourse, transforming schools into support centers and emotional safe havens, thereby enriching the educational culture within their community. <!----> <!----> <!----> <!---->

This study explores the attitudes of Bedouin female students towards their Jewish peers in multicultural courses at teaching colleges in Israel. Based on a sample of 30 participants, findings reveal mixed emotions. While Bedouin students value cultural diversity and opportunities for cross-cultural engagement, they face challenges stemming from the broader social dynamics in the country. Multicultural groups aim to foster dialogue and shared perspectives, but Jewish students often maintain a dominant position, avoiding deeper engagement with intergroup relations. In contrast, Bedouin students emphasize their minority identity, which is shaped by religious, social, and cultural factors, framing themselves in relation to their socio-national background. Despite these challenges, both groups collaborate and support one another in achieving academic success, demonstrating the potential of multicultural settings to promote cooperation amidst diversity.

The objective of this research is to explore the impact of social media networks on the daily experiences of Arab-Bedouin adolescents. The study is based on semi-structured interviews with of 30 male youths from unrecognized villages in 2023. The outcomes highlight the significance of social media networks as an indispensable communication tool for males within a traditional societal structure, particularly for establishing connections with peers from diverse sectors and religions. The utilization of social media facilitates meaningful and comprehensive interaction between genders, as perceived by teenagers. It also fosters a profound and significant dialogue on an emotional plane, which remains inaccessible in the Bedouin boys' everyday lives.