Extreme climate events increasingly disrupt education systems worldwide, challenging universities to ensure pedagogical continuity and emotional support for students. This paper presents a case study on the educational impact of the Valencia flash flood (caused by cut-off low) that affected this Spanish region in October 2024, focusing on the Mathematics I course for Industrial Engineering students at the Universitat Politècnica de València.

Beyond quantitative analysis of academic performance, this study introduces qualitative data gathered through targeted surveys administered to students of the Industrial Technologies Engineering degree (GITI) and the Industrial Organization Engineering degree (GIOI). The aim was to explore how students perceived the crisis, the emotional and academic challenges they experienced, and their evaluation of the institutional measures adopted, such as class suspension, the shift to hybrid learning, and financial aid programs.

The questionnaire included both closed and open-ended items, structured around four thematic blocks: student context and exposure to the crisis, perceived academic impact, evaluation of teaching and support measures, and suggestions for future emergency responses. Students rated the usefulness of online tools like TEAMS and PoliformaT, reflected on their motivation and learning loss, and shared proposals to improve resilience in future disruptions.

Preliminary results suggest a differentiated impact depending on the degree of exposure to the crisis, with many students expressing appreciation for the rapid implementation of online resources and economic support by UPV. Students also report feelings of uncertainty. The survey findings provide valuable insights for designing even more resilient educational responses and highlight the importance of student voice in post-crisis academic recovery.

This study contributes to the broader reflection on crisis management in higher education, aligning with Sustainable Development Goal 4 (Quality Education) and offering lessons for universities worldwide facing climate-induced disruptions.

Keywords: Climate crisis, student surveys, hybrid learning, educational resilience, higher education, SDG 4.