In the heart of Lebanon’s tumultuous economic and political crisis, a revealing case study has shed light on the crucial role of social support for faculty members navigating unprecedented challenges in higher education. This deep dive into the lived experiences of Lebanese university professors unpacks the multifaceted types of support these educators rely upon to sustain their teaching mission amidst profound instability. From emotional encouragement to practical resources and constructive feedback, the findings underscore how these pillars of support shape educational resilience during crisis.
Faculty interviewed described emotional support as a vital lifeline, infused with empathy, collegial bonds, and a collective sense of civic responsibility. Despite facing tremendous external stressors — such as the economic fallout from Lebanon’s revolution and widespread societal upheaval — faculty expressed that compassion and kindness from students, colleagues, and family have been indispensable. One participant poignantly observed that when students exhibit care, educators find renewed motivation and determination to persist in their roles. This emotional reciprocity not only alleviates stress but also fosters a nurturing academic environment vital to both teachers and learners.
However, the emotional support from institutional leadership was notably lacking. Participants frequently framed their relationship with university administrators as fraught with disappointment and detachment. While recognizing the complexity of Lebanon’s broader political and economic crises, faculty felt that administrators largely abdicated responsibility for offering meaningful emotional backing. Many described a toxic working atmosphere exacerbated by micromanagement, passive-aggressive behaviors, and an alarming absence of empathy or clear communication from those in charge. These deficits eroded faculty morale and, in some cases, led to feelings of disillusionment and workplace burnout.
Integral to coping with the crisis was the faculty’s call for robust informational support, especially transparent communication and practical guidance tailored to the realities of teaching under duress. Several professors emphasized their lack of preparedness for prolonged instability, noting that traditional training had not equipped them to manage sudden power outages or internet disruptions, frequent occurrences since the economic collapse. The absence of well-structured, accessible resources, such as comprehensive manuals or stress management workshops, was acutely felt. They underscored that detailed, honest communication from administrators about institutional strategies was critical to restoring faculty confidence and providing a roadmap through uncertainty.
Alarmingly, many faculty members cited a perceived secrecy surrounding administration’s plans for the university’s future, with rumors of potential relocation abroad circulating but not openly addressed. This opacity deepened feelings of insecurity and anxiety, engendering a climate of mistrust and speculation. Experts point out that in crisis contexts, transparent governance and shared decision-making can be a lifeline, reducing the mental strain on educators and fostering a more collaborative institutional culture. Yet here, the absence of inclusivity in planning processes rendered faculty peripheral observers of their own professional fate.
The tangible realities of the crisis manifested most acutely in the arena of instrumental support—material and financial resources essential for the core work of teaching. Lebanese faculty reported severe constraints on salaries, access to reliable internet, power, and technological tools. Despite witnessing indications that universities had financial reserves, professors felt these resources remained irrationally hoarded or misallocated, intensifying economic hardship. Calls for contingency budgeting and strategic deployment of funds towards instructional necessities reflected a pragmatism bred of crisis management rather than luxury. Faculty also stressed that tuition hikes were an untenable solution given students’ concurrent financial struggles, advocating for creative alternatives such as university-provided transportation and housing to reduce commuting costs and increase campus safety amid ongoing civil unrest.
The debate around compensation was particularly poignant, as inflation and currency devaluation rendered academic salaries insufficient for basic living needs. Many faculty members conveyed a profound sense of precariousness, relying on external remittances or additional family support to survive. The broader economic collapse magnified disparities within the academic community, prompting urgent appeals for salary adjustments and expanded benefits. Experts in higher education economics highlight that sustained salary erosion not only threatens individual welfare but also risks destabilizing academic institutions by prompting faculty attrition and lowering morale.
Parallel to financial support, appraisal support—or formal feedback and mentoring—was identified as a critical missing ingredient in sustaining faculty performance during this tumultuous period. Participants lamented the near-complete absence of evaluative input from supervisors, with their only significant feedback channels being end-of-semester student evaluations. While student feedback was highly valued as immediate and practical, faculty voiced a collective yearning for professional coaching and mentoring to enhance their instructional methods and feel supported amid the extraordinary demands imposed by crisis conditions. Without such guidance, participants feared stagnation and demoralization.
The lack of institutional feedback mechanisms also reflected a broader organizational oversight, where administrative attention was preoccupied with overarching existential concerns. Faculty felt their professional development needs were sidelined, despite the evidence that thoughtful appraisal can buffer against burnout, enhance job satisfaction, and improve educational outcomes. The study’s findings highlight that academic leadership must strive to balance crisis management with ongoing faculty support systems, lest instructional quality and educator wellbeing suffer in tandem.
An overarching theme permeating faculty narratives was a sense of hope intertwined with despair, suggesting a complex emotional landscape. Despite describing Lebanon as a “failed state” on the brink of collapse, many educators expressed a resilient belief in their country’s eventual recovery. This optimism provided a source of empowerment, encouraging continued commitment to their noble mission of transforming students’ lives and contributing to societal renewal. Their dedication, even in the face of profound adversity, underscores the deep interconnection between personal, professional, and national identity in Lebanese higher education.
This case study also foregrounds the significant socio-political context within which Lebanese faculty operate, including frequent protests escalating into armed clashes that jeopardize physical safety and disrupt educational continuity. The imperative for safe commuting and secure campus environments cannot be overstated. Faculty perceptions of insecurity not only heighten stress but directly impact attendance, performance, and institutional stability. The insights offered suggest that universities must prioritize risk mitigation strategies and transparent communication about security conditions as integral components of faculty support amid ongoing unrest.
In synthesizing these various strands, the research paints a nuanced portrait of faculty social support needs during crisis: emotional nurturance from immediate relationships; strategic informational clarity and practical resource allocation from institutional leadership; financial support that reflects inflationary realities; and appraisal mechanisms that sustain professional growth. Each facet interlocks with the others, collectively shaping faculty capacity to maintain instructional quality and personal resilience in an environment marked by uncertainty and hardship.
The study’s implications extend beyond Lebanon, offering valuable lessons for higher education institutions tackling crises worldwide—whether economic, political, environmental, or health-related. It urges academic leaders to consider holistic social support frameworks that attend to emotional, informational, instrumental, and appraisal needs simultaneously. Providing comprehensive and transparent support systems is not merely benevolent; it is a strategic imperative that determines institutional survivability, faculty retention, and student success in times of compounded crises.
Experts in organizational behavior emphasize that fostering a culture of empathy, open communication, and shared governance can act as a protective buffer during shocks, enhancing organizational agility and commitment. Lebanese faculty testimonies reinforce this view, showing that crises magnify vulnerabilities not simply in financial or logistical terms but in relational and governance domains as well. Thus, universities must innovate—both in resource management and in cultivating trust—to sustain their academic missions through turbulent periods.
Technological adaptations feature prominently in faculty recommendations, signaling an urgent need for crisis-specific training and resource management pertaining to digital tools. The persistent challenge of internet and power outages calls for developing robust, flexible instructional modalities and infrastructure investment sensitive to local constraints. Moreover, integrating faculty experiences into training materials and stress management guidance would tailor interventions more appropriately, enhancing practical efficacy and morale.
Fundamentally, the study advocates shifting from a reactive posture—characterized by ad hoc crisis response—to a proactive model that embeds social support as a constant institutional priority. Doing so requires rethinking budget allocations, institutional communications, and leadership engagement strategies under the prism of resilience and inclusivity. Universities facing prolonged crisis contexts must see their faculty not only as transmitters of knowledge but as partners in institutional sustainability whose wellbeing directly influences educational quality and national progression.
The testimonies revealed in this research bring to light the profound human dimensions of educational work under crisis conditions. This human-centered perspective elevates faculty voices from mere statistics to lived experience, urging policymakers, administrators, and international stakeholders to take concerted action. Supportive environments that honor faculty contributions and address their multifaceted needs are indispensable for ensuring that higher education remains a beacon of hope, progress, and empowerment amid Lebanon’s ongoing challenges.
In conclusion, this compelling case study offers a blueprint for understanding and addressing faculty social support needs amid crisis. By integrating emotional empathy, transparent information dissemination, pragmatic resource allocation, and meaningful evaluative feedback, academic institutions can foster resilience that sustains faculty through volatile environments. As Lebanon’s higher education sector navigates these turbulent waters, the lessons learned resonate globally, illuminating pathways to safeguard educators’ wellbeing and sustain the transformative power of teaching in the face of adversity.
Subject of Research: Faculty social support needs during crisis in Lebanese higher education
Article Title: Faculty social support needs amid crisis: A case study from Lebanese higher education
Article References:
Karkouti, I.M., Wolsey, T.D. & Bekele, T.A. Faculty social support needs amid crisis: A case study from Lebanese higher education.
Humanit Soc Sci Commun 12, 1556 (2025). https://doi.org/10.1057/s41599-025-06003-3
Image Credits: AI Generated
