Abstract

This study explored university students' experiences in militancy-affected FATA areas and their personal and academic trajectories. This research study used a mixed-methods approach. A closed five-point Likert scale questionnaire and semi-structured interview schedule were used to collect data. A stratified sampling technique was used to select 300 students for the quantitative data, while a purposive sampling technique was used to collect qualitative data. Significant findings of the study show that militancy had severe detrimental effects on families. Students who had their schooling disrupted due to militancy in FATA faced difficult conditions when applying to universities, choosing the fields or subjects they wanted to study, locating appropriate colleges, and coping with the effect of militancy. It was not easy to acclimatize to university life. It was also highlighted as a challenge because there were high merit standards. Some respondents were shy and reluctant to adjust to the new surroundings. However, many respondents found support from their contemporaries who also belonged to the former FATA area. However, most respondents owned cell phones, while only a minority knew the possibility of employing them in educational settings. The findings of this study, which provide evidence-based recommendations for enhancing the personal and academic trajectories of university students in FATA, have the potential to impact both policy and practice of education and conflict studies. Additionally, it has the potential to serve as a valuable resource for policymakers, educators, and practitioners who work in situations analogous to the ones being studied.