The war on Gaza has devastated universities, forcing students and faculty to navigate immense disruptions to education. Despite these hardships, Palestinian universities persisted with online learning, ensuring students could continue their studies. This study amplifies the voices of English as a Foreign Language (EFL) students in Gaza, most of whom are female learners, alongside the educators who sustained learning under extreme conditions. Using resilience theory, the research examines how both groups adapted to technological barriers, emotional strain, and instability. Data were gathered through an online survey of 81 students and 22 semi-structured interviews, supplemented by the instructor’s reflections. The findings reveal how students did more than endure adversity. They actively shaped their own learning journeys. They exercised agency by creating peer-support networks, developing strategies for navigating online platforms with limited access, and finding ways to remain motivated despite personal and collective trauma. Their input not only informed the learning process but also influenced how instructors adapted their pedagogical approaches in real-time. Educators, in turn, demonstrated resilience by responding to students’ evolving needs, fostering engagement, and providing emotional support. Their experiences highlight the need for student-centered, flexible teaching models and stronger institutional support in contexts of crisis. Focusing on the voices of both students and educators in one of the world’s most challenging learning environments, this study contributes to discussions on inclusion, representation, and learner-driven engagement in higher education