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Background <p>Climate-induced flooding has increasingly disrupted higher education systems, yet limited research has examined how such disasters affect the cognitive and psychological experiences of university students. In Pakistan, recurrent floods have caused prolonged educational interruptions, raising concerns about students’ academic functioning and well-being. This study explores how flood exposure shapes students’ cognitive strain, emotional distress, and coping responses within the higher education context.</p> Methods <p>This qualitative study was guided by Cognitive Load Theory and employed in-depth interviews with university students affected by the 2022 and 2025 flood events. Participants were purposively selected based on direct flood exposure and enrollment in higher education during the disaster periods. Data were analyzed using reflexive thematic analysis to identify patterns related to cognitive load, psychological strain, and adaptive strategies.</p> Results <p>Findings indicate that disaster exposure intensified both intrinsic and extraneous cognitive load by diverting mental resources away from academic tasks. Students reported heightened psychological distress, manifesting as impaired concentration, memory difficulties, and disrupted study routines. Socio-economic status and geographical location significantly shaped the severity of these challenges. Peer support, community networks, and flexible institutional responses emerged as key buffers that helped mitigate cognitive and emotional strain.</p> Conclusion <p>The study demonstrates that climate-induced disasters substantially impair students’ cognitive functioning and educational continuity. By integrating disaster impact scholarship with cognitive theory, this research advances a conceptual framework linking disaster exposure, cognitive load, and educational disruption. The findings offer practical implications for universities and policymakers seeking to strengthen educational resilience and student support systems in climate-vulnerable regions.</p>

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Navigating cognitive strain: a qualitative study on the impact of recent flood disasters on students’ educational experience in Pakistan

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月9日

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  • Bushra Samman,
  • Caleb Chidozie Chinedu,
  • Sheikh Kamran Abid,
  • Saleh F. A. Khatib,
  • Gerald Guan Gan Goh

摘要

Background

Climate-induced flooding has increasingly disrupted higher education systems, yet limited research has examined how such disasters affect the cognitive and psychological experiences of university students. In Pakistan, recurrent floods have caused prolonged educational interruptions, raising concerns about students’ academic functioning and well-being. This study explores how flood exposure shapes students’ cognitive strain, emotional distress, and coping responses within the higher education context.

Methods

This qualitative study was guided by Cognitive Load Theory and employed in-depth interviews with university students affected by the 2022 and 2025 flood events. Participants were purposively selected based on direct flood exposure and enrollment in higher education during the disaster periods. Data were analyzed using reflexive thematic analysis to identify patterns related to cognitive load, psychological strain, and adaptive strategies.

Results

Findings indicate that disaster exposure intensified both intrinsic and extraneous cognitive load by diverting mental resources away from academic tasks. Students reported heightened psychological distress, manifesting as impaired concentration, memory difficulties, and disrupted study routines. Socio-economic status and geographical location significantly shaped the severity of these challenges. Peer support, community networks, and flexible institutional responses emerged as key buffers that helped mitigate cognitive and emotional strain.

Conclusion

The study demonstrates that climate-induced disasters substantially impair students’ cognitive functioning and educational continuity. By integrating disaster impact scholarship with cognitive theory, this research advances a conceptual framework linking disaster exposure, cognitive load, and educational disruption. The findings offer practical implications for universities and policymakers seeking to strengthen educational resilience and student support systems in climate-vulnerable regions.