Our study investigates how teacher-parent relationships were influenced by the shift to distance learning during the Gaza-Israel war in 2023, from the perspective of Arab-Bedouin educators. The research is based on a qualitative analysis of interviews with 20 elementary school teachers from the Arab-Bedouin education system in unrecognised villages. We reveal that faced with the challenges posed by the war, Arab-Bedouin teachers changed their approach to active learning and discovered new paths to knowledge. The teachers increasingly embraced information technologies as a dependable means of communication, creating a robust social network between the teachers, parents, and students. Technology played a pivotal role as a medium for learning in the schools of unrecognised villages. The teachers perceived parents as making a unique and valuable contribution to the learning process. They believed that parents were able to actively support educational activities, particularly in the face of the urgent need to strengthen distance learning. In the teachers' view, engaging with parents in this type of learning, even in times of conflict, offered an exceptional opportunity to integrate parents into the school culture. As a result, parents developed a heightened awareness of digital platforms, which could significantly enhance a school's overall achievements.