What really lies behind the unprecedented migration wave from Morocco to Spain?

In less than 24 hours this week, between 50,000 and 60,000 people, most of them young Moroccans, crossed into the Spanish enclave of Ceuta. Some entered through the official border crossing, while others swam around the breakwaters.

For a city of just 85,000 residents, the influx amounted to roughly 70% of its population. Reception centers, hospitals, and emergency services were overwhelmed almost overnight, prompting the deployment of the Spanish military and Civil Guard. According to reports, between 50 and 70 people died while attempting the crossing.

We asked Prof. Adriana Kemp, from the Department of Sociology and Anthropology at Tel Aviv University’s Gershon H. Gordon Faculty of Social Sciences, to explain what happened.

Was this event really unexpected?

What happened in Ceuta was not a sudden event.

Over the past three decades, the Spanish enclave at the African entrance to the Strait of Gibraltar has become one of the European Union’s most heavily fortified borders, featuring double fences reaching up to ten meters high, thermal cameras, sensors, advanced surveillance systems, maritime patrols, and close security cooperation with Morocco.

Precisely because the border is so heavily fortified, any breach carries significance far beyond a local incident.

The immediate trigger appears to have been a combination of factors. Rumors and videos circulating on social media claimed that “the border was open,” while a Spanish initiative to regularize the status of certain migrants was widely—but incorrectly—interpreted as an invitation to enter Spain.

Beyond these immediate triggers, however, many analysts believe the roots of the crisis run much deeper.

In recent years, Morocco and Algeria have competed for the role of Spain’s—and the European Union’s—key strategic partner, particularly in energy, trade, and security. As Spain strengthened its economic ties with Algeria, some observers suggested that Morocco temporarily relaxed border enforcement as a form of diplomatic pressure.

“The events in Ceuta are therefore not simply a story about migration,” says Prof. Kemp. “They are also about borders, international relations, and the ways in which people can become, often against their will, part of a much broader geopolitical struggle.”

Beyond Economics, What Drives Young Moroccans to Risk Their Lives?

“It is tempting to explain what happened in Ceuta with a single word: poverty,” says Prof. Kemp. “But that explanation is too simplistic.”

Research in the sociology of migration shows that the poorest people are often the least likely to migrate. Instead, one of the strongest drivers is relative deprivation—the gap between people’s expectations and the opportunities actually available to them.

For young Moroccans, that gap is highly visible.

Although Spain lies only 14 kilometers away, the economic and social differences remain vast. Constant exposure through social media, communication with relatives already living in Europe, and participation in a global culture where mobility is increasingly viewed as normal all reinforce the sense that opportunity lies “just beyond the fence.”

“When expectations for a better life collide with limited local opportunities,” Prof. Kemp explains, “migration can come to seem like the only viable option—even for educated young people.”

Why Does Spain Have Territory in Africa?

“The answer depends on where you begin the story,” says Prof. Kemp.

If the story begins in the seventeenth century, Ceuta appears to be a European enclave in Africa. But looking further back reveals that between 711 and 1492, Muslim dynasties originating in North Africa ruled large parts of the Iberian Peninsula.

Only after the Reconquista—the Christian reconquest of Spain—did the direction of territorial expansion reverse.

Ceuta was first conquered by Portugal in 1415 to control the Strait of Gibraltar and its trade routes. When Portugal and Spain later came under the same crown, Ceuta passed to Spain, and its status under Spanish sovereignty was formally recognized in the Treaty of Lisbon (1668).

Spain has also controlled Melilla, another enclave in present-day Morocco, since 1497.

This history has produced two competing narratives: for Spain, Ceuta and Melilla are Spanish cities with centuries of continuous sovereignty; for Morocco, they are remnants of European colonialism.

Today, both cities are autonomous Spanish territories and constitute the European Union’s only land border with Africa.

“This has turned Ceuta into something of a laboratory for European migration policy,” says Prof. Kemp. “It is where history, colonialism, sovereignty, security, migration, and geopolitics all intersect.”

She adds that perhaps the most important insight is that the dispute over Ceuta is not only about territory—it is also about where we choose to begin telling political history.

Could Young Moroccans Help Solve Spain’s Labor Shortage?

“In many ways, they already do,” says Prof. Kemp.

Spain is one of Europe’s fastest-aging societies, and its labor market faces persistent shortages in sectors such as agriculture, construction, caregiving, and tourism.

To address both demographic and economic challenges, the Spanish government has pursued a relatively open migration policy by expanding legal migration pathways, easing regularization procedures, and advancing reforms affecting hundreds of thousands of migrants.

As one of the fastest-growing economies in the Eurozone increasingly relies on migrants as workers, taxpayers, and contributors to slowing population aging, Europe faces a growing paradox.

Spain is also responsible for protecting the external border of the Schengen Area, meaning any changes in its migration policy quickly become a European issue.

The events in Ceuta prompted France to strengthen border controls and Italy to announce the temporary suspension of parts of the Schengen arrangements, reigniting debate over how responsibility for migration should be shared within Europe.

“Europe therefore faces a constant tension,” says Prof. Kemp. “It needs migrants more than ever, yet struggles to agree on who should be admitted and under what conditions—a question that increasingly shapes political identities and electoral politics.”

Could Morocco One Day Become a Destination for Migrants?

“Absolutely—and in many ways, that process has already begun.”

Morocco is often viewed solely as a country of emigration, but today it plays three simultaneous roles:

• a country of origin for young people seeking opportunities in Europe;
• a major transit country for migrants from Sub-Saharan Africa hoping to reach Spain and the rest of Europe;
• and a buffer state for the European Union.

As part of its cooperation with Spain and the EU, Morocco invests heavily in border control, preventing migrant boats from departing, and returning migrants from Sub-Saharan Africa.

“In this way,” Prof. Kemp explains, “Europe has effectively externalized parts of its border management to Moroccan territory.”

At the same time, Morocco itself has been changing rapidly.

Over the past decade it has invested heavily in automotive manufacturing, renewable energy, high-tech industries, major ports such as Tangier Med, and transportation infrastructure. As a result, Morocco has become one of North Africa’s most dynamic economies and is increasingly attracting workers, entrepreneurs, and migrants from Sub-Saharan Africa.

“This follows a familiar historical pattern,” says Prof. Kemp. “Countries such as Spain, Italy, and Greece were once countries of emigration before becoming destinations themselves. Morocco now appears to be following a similar path.”

Perhaps this is one of the most important lessons from the events in Ceuta.

Migration is no longer a one-way movement from poorer countries to wealthier ones. Countries change roles, migration routes evolve, and borders become spaces of negotiation, cooperation, and conflict.

“In that sense,” Prof. Kemp concludes, “Ceuta is not simply a story about migration. It is where many of the defining issues of the twenty-first century converge: fortified borders, global inequality, Europe’s aging population, Africa’s economic rise, Mediterranean geopolitics, social media, millennial mobility, and the place of migrants and ‘the other’ in contemporary politics of identity and belonging.”

She adds:

“For those of us who understand the hardships of displacement and the meaning of being a stranger, there is also the capacity to understand those seeking safety or simply a better life.”

Prof. Adriana Kemp

Prof. Adriana Kemp holds the Mogulof Chair in Social Policy in the Department of Sociology and Anthropology at Tel Aviv University. She specializes in the sociology of migration, citizenship, and borders.

A heartier, healthier wheat gene was discovered by late TAU student and soldier

As our planet’s climate warms, how will we continue growing staple crops and feeding the global population? The answer may lie in our crops’ own ancestors. Researchers at Tel Aviv University’s School of Plant Sciences and Food Security have identified a genetic mechanism in a strain of ancient wild wheat that controls the size of wheat grains and nutrient distribution to seeds. The study was led by the late Dr. Zechariah Haber, who tragically fell fighting in Gaza before completing his PhD. His family accepted his doctorate on his behalf, and like his memory, his research lives on.  

Wild wheat, one of the ancestors of modern wheat, grows wild in the Fertile Crescent and was once characterized by much greater genetic diversity than that of newer varieties. Because the processes of domestication and agriculture led to crop uniformity, much of the natural genetic variation was lost. Dr. Haber and his fellow researchers sought to examine whether the genes left in wild wheat could offer ways to improve its modern descendent. 

Dr. Haber’s family accepted his degree on his behalf in a moving graduation ceremony. (Photo: Invision)

To this end, they analyzed about 460 wild wheat lines collected from various climatic zones in Israel, and compared their genetic characteristics with the grain weight, size, and nutrient composition. Separating one gene from the rest, the researchers used CRISPR technology to edit the gene and understand its role: when the gene’s activity was reduced, the wheat grains became larger and heavier, along with an increase in protein, iron and zinc.  

“Wild wheat is an extraordinary genetic reservoir, built over thousands of years of evolution under changing environmental conditions.” – Dr. Nir Sade

The study also found that different versions of the gene have different geographical distributions: one is prevalent mainly in hot and dry areas, while the other is characterized by cooler and more humid areas. This suggests that the gene also played a role in the natural adaptation of wild wheat to different environmental conditions, and so may also be important in the development of varieties that can maintain yield and quality even in a changing climate. According to the researchers, wild wheat continues to serve as a natural “gene library” that can provide new tools for modern agriculture. 

The study was led by the late Dr. Haber and postdoctoral students Dr. Devinder Sharma and Dr. Manes Prosti, all from Dr. Nir Sade’s lab at the School of Plant Sciences and Food Security and the Institute for Cereal Crops Research at the Wise Faculty of Life Sciences, in collaboration with researchers from the University of Haifa, the Agricultural Research Administration (Volcani Institute) and Ben-Gurion University. After Dr. Haber’s tragic passing, Dr. Sade’s lab continued his research, leading them to the discovery that could help address our planet’s increasing food demand and the challenges posed by climate change.  

Dr. Nir Sade with one wheat strain he studies. (Photo: TAU)

Dr. Nir Sade concludes: “Wild wheat is an extraordinary genetic reservoir, built over thousands of years of evolution under changing environmental conditions. As climate change poses new challenges to global agriculture, the discovery of such genes could help develop varieties that will provide a higher quality yield even under challenging growing conditions.” 

TAU biomedical engineering students put people at the center of their innovations

When Mooshi was born, she entered the world with a challenge that would affect much of her childhood: she had only three fingers on each hand.

Mooshi loves making art and using her imagination. But the tools to do that, though simple for most children to use, can be a frustrating obstacle for her. Without a thumb to help grip and control scissors, for example, an activity that came naturally to other children became a complex engineering problem waiting to be solved.

The question posed to a group of Tel Aviv University biomedical engineering students was simple: How can they help Mooshi do what she loves?

This encapsulates the philosophy behind TAU’s “Engineering Design” course, an innovative program in the Iby and Aladar Fleischman Faculty of Engineering. Now in its 11th semester in the School of Biomedical Engineering, in collaboration with TAU Impact (Mitchabrim Plus), and partners in the community, the course challenges students to exercise what they learn in the classroom by developing solutions for people who need them most.

The course not only creates value for those who need help; it also prepares students for a workforce that increasingly requires practical problem-solving skills, creativity, teamwork, and the ability to apply engineering principles to real-life situations.

“Every great engineer begins with a deep understanding of the problem,” says Prof. Rani Gilad-Bachrach of the Fleischman Faculty of Engineering and the lead instructor of the course.

“The students learn to study problems through direct engagement with people; they learn how to collaborate and be creative about solutions; and they discover how capable they truly are. At the same time, they create real value for the people and organizations we work with — making it a win-win.”

Engineering with a Human Purpose

The course is based on a powerful idea: “Solve one problem for one person.”

Each semester, approximately 35 students develop engineering solutions addressing challenges in rehabilitation, accessibility, and quality of life. The projects are created in collaboration with community partners, including Beit Sefer Onn in Tel Aviv, a specialized educational and rehabilitation center serving children and young adults with cerebral palsy and complex physical disabilities.

The collaboration allows students to experience engineering as it exists in the real world, where the user’s needs, limitations, feedback, and daily experiences must guide every decision.

When tackling Mooshi’s challenge, the process required experimentation, failed prototypes, adjustments, and a willingness to listen. Eventually, the students developed a small modification to traditional scissors that allows Mooshi to open and close them using the natural movement of her hand, giving her the independence to create on her own.

As one student summed it up: “Technology should be adapted to the user, rather than forcing the user to adapt to the technology.”

Helping Children With Disabilities Walk, Eat, and Speak

Throughout the semester, students worked on a wide range of projects designed to make everyday activities more accessible:

One team developed a voice-activated system for Itamar, a five-year-old boy who is unable to use his hands effectively. Although Itamar is highly verbal and communicates well, using a computer independently was difficult because clicking a mouse required movements he could not perform. The students created a system allowing him to replace the mouse click with a voice command – giving him greater independence.

Another group focused on helping children with mobility challenges walk more safely. After studying the difficulties faced by young kids with physical disabilities, they created a modular support device with customizable straps that improves stability while walking. Testing with children such as Michael demonstrated how a thoughtful adaptation of existing materials could make a meaningful difference.

For Nevo, a 13-year-old boy who faces challenges related to eating safely, students designed a customized spoon. By carefully considering the angle, length, and depth of the spoon, they created a tool better suited to his needs — while learning a crucial engineering lesson: safety must always come first.

Other projects included:

• A bicycle adaptation that makes it easier to grip the handlebar.
• A device that helps children keep their feet securely positioned on bicycle pedals.
• A fine-motor skills therapy board inspired by space rockets, designed to motivate children to practice pulling, pushing, pressing, and opening movements through play.
• A digital system for Beit Sefer Onn that organizes information about children, therapists, and treatment groups, making administrative processes more efficient and reducing errors.

Learning That Leaves an Impact

 A pair of scissors may seem like a small thing. But for one little girl with three fingers, it became a symbol of what engineering can truly achieve: turning obstacles into possibilities.

“We’re so happy to have this connection with TAU students,” said Tamar, a representative from participating school Beit Sefer Onn. “In a short time, they succeeded in creating solutions that we are already using.”

The vision behind the initiative is to expand this model throughout the Faculty of Engineering, enabling approximately 1,000 students to participate in socially impactful engineering projects every year.

The goal is ambitious: that every engineering student at Tel Aviv University will participate in at least one project during their studies that applies engineering skills to address a challenge of someone in our community. TAU believes this is the humanistic future of engineering: creating solutions that help everyone participate fully in the world around them.

The new Global AI Production Capacity Index places TAU 28th worldwide, recognizing its excellence in AI talent, research, and entrepreneurship.

What does higher education look like in the future?

Medical students practicing difficult clinical conversations with AI-powered simulators. Liberal Arts scholars uncovering Jewish history through real interactions with museum artifacts. Undergrads launching and raising funds for their own startups. 

At Tel Aviv University (TAU), these innovations in learning are already happening: in botanical gardens, virtual reality labs, film studios, and modern classrooms where students have transitioned from passive listeners to active creators.

This evolution took center stage at the fourth annual Conference on Innovation and Creativity in Teaching, hosted by the Dean’s Office for Innovation in Teaching and Learning. An important cornerstone of the university’s mission, the conference promotes engaged, interdisciplinary, and forward-thinking education.

This year’s theme, “Blurring Boundaries,” highlighted a growing reality: learning no longer fits neatly within traditional academic frameworks. Led by Dean Prof. Inbal Yahav, Vice Dean Prof. Arnon Hershkovitz, and Associate Dean and Head of Pedagogy Ortal Engelberg, the event brought faculty together to bridge technology and pedagogy, take classrooms beyond their walls, and reimagine higher education.

From Ideas to Impact

Throughout the year, the Dean’s Office collaborates with lecturers to design new courses and revitalize existing ones. Yaara Hutzen, a pedagogical consultant on the professional development team, notes that the process always begins with a foundational question: “What do you want students to be able to do when they finish the course?”

“When a lecturer comes to us with a raw idea, we help turn it into a structured learning experience,” Hutzen explains. “We ask the right questions and help translate educational goals into meaningful student engagement.”

This impact was highlighted during the presentation of the Rector’s Award for Innovation and Creativity in Teaching, which honors faculty members transforming the student experience.

This year’s award-winning initiatives included:

•    Public History: A museum-based research seminar that pulls history out of textbooks and into public spaces.

•    AI in Medicine: An AI-driven simulator that helps medical students practice delivering difficult news with empathy.

•    Biotech Entrepreneurship: A three-semester course immersing students in every stage of building a biotech startup, from scientific discovery to fundraising.

A Conference Beyond the Auditorium

The team behind the TAU Dean Office for Innovation in Teaching and Learning

Fittingly for an event dedicated to blurring boundaries, the conference itself broke out of the traditional lecture hall. The day kicked off with four immersive campus tours, offering participants hands-on perspectives on alternative learning environments. Educators explored the Yehuda Naftali Botanical Garden as a living classroom, experienced virtual reality applications and special collections at the Sourasky Central Library and visited the Dean’s Office Media Studio to see how faculty can produce high-quality digital content for online teaching.

The sessions prioritized active engagement over passive listening. A panel discussion on AI in education utilized the “fishbowl” method, featuring a “hot seat” on stage that invited audience members to seamlessly join the panel and contribute to the debate. In another unscripted highlight, Prof. Yoram Reich staged an intervention from the audience to pose a deceptive question: What should educators do when they make mistakes? The resulting discussion emphasized the vital role of vulnerability and continuous learning for instructors and students alike.

Keynote presentations further tackled the complex relationship between technology and the human mind. Dr. Shir Etgar examined how screen time shapes attention spans and cognitive processing, while Prof. Lior Zalmanson drew unexpected parallels from consumer platforms like Tinder and Spotify to decode modern student engagement and classroom dynamics.

Innovation Beyond Technology

Despite the heavy presence of cutting-edge tech, organizers emphasized that true innovation should not be confused with mere digital novelty.

“Innovation doesn’t necessarily mean replacing what already works,” says Hutzen.

“Many of our award-winning courses are actually built on teaching principles that have existed for centuries.”

The ultimate goal is to foster curiosity, participation, and human connection. Whether through artificial intelligence, experiential learning, or time-tested pedagogical techniques, great teaching relies on engaging students as active partners.

By investing in these methods, the Dean’s Office is shaping an academic culture at Tel Aviv University that is creative, human-centered, and built to prepare the next generation of thinkers, creators, and leaders.