This mixed-methods study examines resilient learning mechanisms among Iraqi undergraduate English as a Foreign Language (EFL) learners amidst persistent power outages and internet disruptions. The research, conducted at five major public universities in Iraq (University of Baghdad, Al-Mustansiriya University, University of Mosul, University of Basrah, and University of Tikrit), examines three fundamental questions: the principal challenges presented by technological crises, the adaptive strategies utilized to maintain learning continuity, and the individual and psychosocial factors that bolster resilience. A structured questionnaire was used to collect quantitative data from 300 students about how often and how badly they were disrupted, what coping strategies they used, how well they kept learning, and how resilient they were. Qualitative insights were obtained from semi-structured interviews with 30 deliberately chosen participants. The results showed that most students experience power and internet outages every day or almost every day (frequency means > 3.6/5) and that these outages are seen as very serious (M = 4.20/5). This has a big negative effect on learning continuity (r = –.68, R² = .46), which confirms Hypothesis 1. Students exhibited significant agency by utilizing a varied, hybrid array of coping strategies—proactive technological workarounds (notably pre-downloading materials), emotion-focused self-regulation (acceptance, rescheduling), and collectivist social mechanisms (WhatsApp groups, peer/family support)—with a high perceived effectiveness, thereby corroborating Hypothesis 2. Psychosocial factors, encompassing personal resilience traits (persistence, self-efficacy) and robust family/peer support, were identified as significant predictors of sustained learning (β = .441), even when accounting for disruption severity, thereby validating Hypothesis 3. Thematic analysis revealed complex challenges (logistical obstacles, persistent anxiety, diminishing motivation), culturally sensitive adaptive mechanisms, and the evolving character of resilience. The synthesis of findings underscored convergence, explanatory profundity, and innovative aspects, including distributed collectivist resilience and institutional deficiencies. The study emphasizes the vulnerability and creativity of Iraqi EFL learners' resilience in a persistently unstable environment, advocating for resilient pedagogy, offline-first design, psychosocial integration, and systemic infrastructure reform to convert individual adaptation into enduring educational continuity.
