Research

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18 pages, 778 KiB

Open AccessArticle

Reflective Glimpses of Culture in EFL Online Classes during COVID-19 Pandemic in Oman

by Abdelrahman Abdalla Salih and Lamis Ismail Omar

Sustainability 2023, 15(13), 9889; https://doi.org/10.3390/su15139889 - 21 Jun 2023

Cited by 2 | Viewed by 979

The onset of the COVID-19 pandemic has made online learning the most on-demand fashion that almost the whole world aspires to navigate. Much of the literature on coronavirus-triggered online learning focuses on technological challenges, features of online learning platforms, teacher training, and professional [...] Read more.

The onset of the COVID-19 pandemic has made online learning the most on-demand fashion that almost the whole world aspires to navigate. Much of the literature on coronavirus-triggered online learning focuses on technological challenges, features of online learning platforms, teacher training, and professional development. However, an equally significant aspect that awaits researchers’ attention is interculturality in the online language classroom, particularly the presence of students’ cultural values in the virtual classroom environment in relation to teaching and learning. This study examines aspects of cultural values that either facilitate or impede learning and the strategies teachers adopt in their encounters with instances of culture in the classroom. Using the qualitative approach, two groups of 75 English as a Foreign Language (EFL) undergraduate learners and 17 expatriate teachers of English from an Omani Higher Learning Institution responded to the open-ended survey questions. Participants’ responses and observations were thoroughly analyzed and grouped into various themes and domains to facilitate uncovering the presence of culture in EFL online classrooms. Results reveal cultural values that resisted online learning and hindered class interactive spaces as well as cultural values considered normal in onsite classes. The study highlights the significance of understanding the role of students and teachers in negotiating cultural constraints and the possible strategies to overcome them including engagement, direct communication, and institutional empowerment of teachers’ role in pedagogical effectiveness. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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15 pages, 1687 KiB

Open AccessArticle

The Development and Validation of an Instrument to Collaborative Teaching Assessment under the Impact of COVID-19 through the SECI Model

by Jing Wang and Eunyoung Kim

Sustainability 2023, 15(12), 9540; https://doi.org/10.3390/su15129540 - 14 Jun 2023

Cited by 1 | Viewed by 1431

Abstract

Information and communications technology (ICT) has bridged the gap between students and universities during the COVID-19 pandemic. As COVID-19 brings pandemic pedagogy to transnational higher education (TNHE), the emergent response of Chinese universities to this disruption to education has been to update practices [...] Read more.

Information and communications technology (ICT) has bridged the gap between students and universities during the COVID-19 pandemic. As COVID-19 brings pandemic pedagogy to transnational higher education (TNHE), the emergent response of Chinese universities to this disruption to education has been to update practices to tackle the pedagogical and contextual differences in transnational education. However, few studies have examined the impact of the pandemic on TNHE through the lens of the socialization, externalization, combination and internalization (SECI) model and investigated the extent to which teaching faculty can co-construct knowledge in collaborative teaching with the assistance of ICT. This study uses the theoretical framework of the SECI model to explore whether collaborative teaching was effective in TNHE during COVID-19. A quantitative questionnaire is conducted to examine the joint knowledge production by adding information technology utilization to the four knowledge-creation and knowledge-conversion processes. Finally, the study explores a SECI knowledge-creation model with technology integration for discussing collaborative teaching quality during COVID-19. The results imply that collaborative teaching management can be linked to the multidimensions of knowledge generation and transfer. It also recommends that pedagogical knowledge and technological expertise can enhance instructional design and teaching practices from the knowledge perspective and achieve sustainable development in THNE. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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21 pages, 863 KiB

Open AccessArticle

An Analysis of Rural-Based Universities’ Faculty Members’ Satisfaction with E-Learning: The Case of Developing Countries

by David Mutambara and Admire Chibisa

Sustainability 2023, 15(12), 9522; https://doi.org/10.3390/su15129522 - 14 Jun 2023

Viewed by 1087

Abstract

The COVID-19 pandemic brought about considerable detrimental effects on higher education, especially in developing countries. Ironically, it also contributed positively towards one sustainable development goal (SDG4) through advancement in technology, particularly the implementation and use of digital technology among academics and students. This [...] Read more.

The COVID-19 pandemic brought about considerable detrimental effects on higher education, especially in developing countries. Ironically, it also contributed positively towards one sustainable development goal (SDG4) through advancement in technology, particularly the implementation and use of digital technology among academics and students. This study focused on the analysis of rural-based universities’ faculty members’ satisfaction with e-learning by seeking answers to two research questions: (1) what are the factors that influence faculty members’ satisfaction with e-learning, and (2) is there a significant difference between instructors’ and students’ satisfaction with e-learning? A combination of the expectation confirmation model (ECM) and the technology acceptance model (TAM) was employed to develop the users’ satisfaction model (USM). A survey design was used in which quantitative data were gathered using a 7-point Likert scale questionnaire. The data were analysed using partial least squares–structural equation modelling, with the help of SmartPLS3. The results showed that 81.9% of the variance in faculty members’ satisfaction with e-learning can be attributed to the seven factors of the model. Multigroup analysis also showed that the USM may be used to predict and explain faculty members’ subgroups’ satisfaction with e-learning. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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15 pages, 1282 KiB

Open AccessArticle

Education, Online Presence and Cybersecurity Implications: A Study of Information Security Practices of Computing Students in Saudi Arabia

by Saqib Saeed

Sustainability 2023, 15(12), 9426; https://doi.org/10.3390/su15129426 - 12 Jun 2023

Cited by 2 | Viewed by 2279

Abstract

Information technology is considered as a key enabler to achieve “education for all” as a sustainable development goal; however, involvement in the education sector has introduced security risks along with benefits. Students’ exposure to the internet has increased the probability of cybersecurity attacks. [...] Read more.

Information technology is considered as a key enabler to achieve “education for all” as a sustainable development goal; however, involvement in the education sector has introduced security risks along with benefits. Students’ exposure to the internet has increased the probability of cybersecurity attacks. To foster a more sustainable use of technology, it is crucial that students are made aware of information security risks and can keep themselves protected in the online sphere. In this paper, we present the results of a cross-sectional study that explores information-security awareness among students in Saudi Arabia. Empirical data were collected using an online questionnaire and a factor analysis was conducted using partial least-squares structured equation modelling. Based on the existing literature, we focused on four key constructs: password management, infrastructure management, email management, and the perception of security. The results of this study have highlighted that email management and infrastructure management were seen as relevant factors, whereas password management and the perception of security were not considered relevant factors by the respondents. We have also chalked out recommendations to improve cybersecurity awareness among students. The findings of this study will potentially help educational institutions and parents to prepare students in adopting security practices while they are online. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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28 pages, 378 KiB

Open AccessArticle

Social Work Education during the COVID-19 Pandemic—Challenges and Future Developments to Enhance Students’ Wellbeing

by Alexandru-Cosmin Apostol, Gabriela Irimescu and Mihaela Radoi

Sustainability 2023, 15(11), 9009; https://doi.org/10.3390/su15119009 - 02 Jun 2023

Cited by 1 | Viewed by 1595

Abstract

As the COVID-19 pandemic swept across the globe, educational systems were forced to adapt to the new reality of online learning, causing practical academic specializations, such as social work (SW), to be severely affected. To highlight the perspectives of SW students during the [...] Read more.

As the COVID-19 pandemic swept across the globe, educational systems were forced to adapt to the new reality of online learning, causing practical academic specializations, such as social work (SW), to be severely affected. To highlight the perspectives of SW students during the pandemic, we used a mixed sociological approach that combined exploratory qualitative research (using the focus-group technique) with cross-sectional quantitative research. Participants who had both on-site and online SW studies before and after the COVID-19 outbreak were included in the study. The study was conducted during a period when almost all educational activities were held online. We aimed to investigate students’ perceptions of the educational process during the pandemic, how their wellbeing was affected, and their perspectives on educational and professional development. Students identified advantages of online learning, such as discovering online learning tools, and disadvantages, mainly marked by concerns about their career path once practical activities were heavily limited by institutional measures and policies. Our conclusions suggest that in a post-pandemic context, universities should provide continuous feedback, integrate students’ opinions into policies, offer material and technical support, facilitate access to high-quality resources, enrich the SW curricula with resilience programs, and organize peer-to-peer mentoring activities. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

16 pages, 1216 KiB

Open AccessArticle

International Students’ Perceptions towards Their Learning Experience in an International Network Seminar in Japan: During and Post the COVID-19 Pandemic

by Mikael Søndergaard, Fuyuko Takita and Ingrid Van Rompay-Bartels

Sustainability 2023, 15(11), 8641; https://doi.org/10.3390/su15118641 - 26 May 2023

Cited by 1 | Viewed by 1597

Abstract

The COVID-19 pandemic has struck educational experience systems around the globe. This paper investigates and evaluates the student participants’ perceptions who joined the international exchange seminar on global citizenship and peace held at a University in Hiroshima, Japan. Approximately seventy students and faculty [...] Read more.

The COVID-19 pandemic has struck educational experience systems around the globe. This paper investigates and evaluates the student participants’ perceptions who joined the international exchange seminar on global citizenship and peace held at a University in Hiroshima, Japan. Approximately seventy students and faculty members from nine to ten different universities from around the globe joined this summer program in August 2021 (online) and 2022 (face-to-face). This study is a mixed-method study. The first part consists of a quantitative analysis of BEVI data obtained from the students in the seminar before COVID-19 and after. The research concludes that there are no changes in the effects of what students learn. The second part consists of qualitative data. The data shows the perceptions of students of online teaching versus hybrid teaching. It compares the differences in participants’ perceptions reported in students’ feedback on the programs during and post-COVID-19. Our results confirm prominent differences exist in the students’ perceptions of their learning experience during the pre-pandemic and post-pandemic periods. The findings indicate based on lessons learned post-pandemic, universities need to strive and define the meaning and purpose of international seminars, which enable students to experience a high level of intercultural social interaction online and face-to-face. As the world becomes more interconnected, virtual environments, such as the ones presented within the International Seminar in Hiroshima, Japan, are vital to facilitating intercultural teaching environments and the implications within this paper indicate that these virtual mediums can promote inclusion, leading to a more sustainable world. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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18 pages, 3075 KiB

Open AccessArticle

COVID-19 and Its Effects on the Management of the Basic Quality Conditions in Universities of Peru, 2022

by Juana Vargas Bernuy, Sam Espinoza Vidaurre, Norma Velásquez Rodriguez, Renza Gambetta Quelopana, Ana Martinez Valdivia and Ernesto Leo Rossi

Sustainability 2023, 15(8), 6523; https://doi.org/10.3390/su15086523 - 12 Apr 2023

Viewed by 2495

Abstract

The purpose of this study was to determine the influences of variables, crisis management, distance education, the organizational image, and student satisfaction on the basic quality conditions in Peruvian universities during the COVID-19 pandemic. A quantitative, nonexperimental explanatory approach with stratified random sampling [...] Read more.

The purpose of this study was to determine the influences of variables, crisis management, distance education, the organizational image, and student satisfaction on the basic quality conditions in Peruvian universities during the COVID-19 pandemic. A quantitative, nonexperimental explanatory approach with stratified random sampling was used. A questionnaire was applied to 513 students from public and private universities in southern Peru who received distance education during the months of September to November 2022. For the analysis of the results, a structural equation model (SEM). A hierarchical linear regression was carried out to test the hypotheses according to the dimensions studied on the student satisfaction scale. The study findings showed that distance education and student satisfaction had positive impacts on the basic quality conditions, while crisis management and the organizational image had a positive relationship but a smaller effect on the quality of the conditions. We concluded that the applied model allows the causal relationships between variables to be explored and that the results will allow university authorities to generate policies that improve their organizational image and crisis management processes and, at the same time, allow them to better plan their crisis management strategies to achieve better satisfaction within the framework of a sustainable university. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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26 pages, 787 KiB

Open AccessArticle

Audiovisual Competences in Times of COVID-19: The Role of Educational Actors in Media and Digital Learning of Adolescents

by Abel Suing, Juan-Pablo Arrobo-Agila, Ximena Coronado-Otavalo, Viviana Galarza-Ligña and Amparo Reascos-Trujillo

Sustainability 2023, 15(7), 6323; https://doi.org/10.3390/su15076323 - 06 Apr 2023

Cited by 2 | Viewed by 2272

Abstract

This research arises from the need to know the elements that have an impact on the audiovisual competencies of adolescents during the confinements provoked to prevent the spread of COVID-19. The purpose is to diagnose the development of audiovisual communication skills among Ecuadorian [...] Read more.

This research arises from the need to know the elements that have an impact on the audiovisual competencies of adolescents during the confinements provoked to prevent the spread of COVID-19. The purpose is to diagnose the development of audiovisual communication skills among Ecuadorian adolescents as a contribution to sustainability, based on the intervention of educational actors. The methodology is qualitative, with a descriptive approach. The instruments used were: focus groups with parents, students, and teachers from public and private institutions in Ecuador; semi-structured interviews with experts: and non-participant observation. It can be concluded that adolescents acquire audiovisual skills, processes, and languages autonomously before entering college, but they do so without the social context, ethical values and responsibilities that should be part of complete media learning. The demands of online learning during the pandemic have resulted in the development of skills and attitudes, but they have not led to full media literacy. It is pertinent to provoke innovations and updates in the curricula of higher education, specifically in the careers of social communication, in order to be aware of the technological changes on the basis of deontological principles and in favour of democratic values, tolerance, and responsibility with the sustainability of nature and people. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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15 pages, 1558 KiB

Open AccessArticle

Reflection on Experiences of First-Year Engineering Students with Blended Flipped Classroom Online Learning during the COVID-19 Pandemic: A Case Study of the Mathematics Course in the Extended Curriculum Program

by Moses Basitere, Ekaterina Rzyankina and Pierre Le Roux

Sustainability 2023, 15(6), 5491; https://doi.org/10.3390/su15065491 - 21 Mar 2023

Cited by 4 | Viewed by 2125

Abstract

The shift to remote learning during the COVID-19 pandemic presented a unique challenge for higher education in developing countries such as South Africa, where resources are distributed unevenly. The Department of Chemical Engineering at a South African university of technology used a flipped [...] Read more.

The shift to remote learning during the COVID-19 pandemic presented a unique challenge for higher education in developing countries such as South Africa, where resources are distributed unevenly. The Department of Chemical Engineering at a South African university of technology used a flipped classroom blended online learning approach in an engineering mathematics course. This study describes the transition of first-year engineering students from face-to-face learning to flipped classroom blended online learning. The Laurillard conversational framework for teaching learning was used to develop the five components of blended learning pedagogy, this allows students to discover, learn, practice, collaborate, and assess (DLPCA). The chosen assessment strategies made use of adaptive learning technology via the WebAssign platform to provide formative and summative assessments as well as timely feedback to each student. The authors examined the remote teaching and learning approach using three indicators: (i) learning—students’ learning experiences; (ii) assessment—students’ academic performance and integrity; and (iii) students’ challenges. The findings had a positive impact on students’ learning and performance in the mathematics course. The limitation to the study was that the data were collected only from one university of technology and were not compared with other universities in the country. The overall findings of this study indicate that students require time to adjust to online pedagogy to ensure a smooth transition. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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24 pages, 12243 KiB

Open AccessArticle

Machine Learning-Based Hybrid Ensemble Model Achieving Precision Education for Online Education Amid the Lockdown Period of COVID-19 Pandemic in Pakistan

by Rimsha Asad, Saud Altaf, Shafiq Ahmad, Haitham Mahmoud, Shamsul Huda and Sofia Iqbal

Sustainability 2023, 15(6), 5431; https://doi.org/10.3390/su15065431 - 19 Mar 2023

Cited by 6 | Viewed by 2367

Abstract

Institutions of higher learning have made persistent efforts to provide students with a high-quality education. Educational data mining (EDM) enables academic institutions to gain insight into student data in order to extract information for making predictions. COVID-19 represents the most catastrophic pandemic in [...] Read more.

Institutions of higher learning have made persistent efforts to provide students with a high-quality education. Educational data mining (EDM) enables academic institutions to gain insight into student data in order to extract information for making predictions. COVID-19 represents the most catastrophic pandemic in human history. As a result of the global pandemic, all educational systems were shifted to online learning (OL). Due to issues with accessing the internet, disinterest, and a lack of available tools, online education has proven challenging for many students. Acquiring accurate education has emerged as a major goal for the future of this popular medium of education. Therefore, the focus of this research was to identifying attributes that could help in students’ performance prediction through a generalizable model achieving precision education in online education. The dataset used in this research was compiled from a survey taken primarily during the academic year of COVID-19, which was taken from the perspective of Pakistani university students. Five machine learning (ML) regressors were used in order to train the model, and its results were then analyzed. Comparatively, SVM has outperformed the other methods, yielding 87.5% accuracy, which was the highest of all the models tested. After that, an efficient hybrid ensemble model of machine learning was used to predict student performance using NB, KNN, SVM, decision tree, and logical regression during the COVID-19 period, yielding outclass results. Finally, the accuracy obtained through the hybrid ensemble model was obtained as 98.6%, which demonstrated that the hybrid ensemble learning model has performed better than any other model for predicting the performance of students. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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20 pages, 939 KiB

Open AccessArticle

The Impact of COVID-19 on Educational Research: A Bibliometric Analysis

by Daniela Maria Cretu and Yuh-Shan Ho

Sustainability 2023, 15(6), 5219; https://doi.org/10.3390/su15065219 - 15 Mar 2023

Cited by 5 | Viewed by 2754

Abstract

As a result of the COVID-19 pandemic and the major challenges generated in education, thousands of scientific papers have been published, contributing to the establishment of a distinct research line in the field. This study provides a bibliometric overview of the educational publications [...] Read more.

As a result of the COVID-19 pandemic and the major challenges generated in education, thousands of scientific papers have been published, contributing to the establishment of a distinct research line in the field. This study provides a bibliometric overview of the educational publications linked to COVID-19 indexed by the Web of Science Core Collection for the years 2020 and 2021. The findings show a growing interest of researchers in education in this area. The proportion of articles among the types of documents proved to be dominant. Journals dedicated to chemistry and medical education stood out for the high number of pandemic-related papers. Higher education has been an intensively explored area during the pandemic. The USA and its universities were the most productive in publishing studies on COVID-19 in education. Our study indicated research themes that have been explored by the researchers, such as online learning in different educational settings, curriculum and instructional approaches in the online learning setting, and the psychological consequences of COVID-19 on the educational actors. The implications of the pandemic on potential research avenues for education research were also emphasized. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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13 pages, 638 KiB

Open AccessArticle

Factors Influencing Students’ Continuance Usage Intention with Virtual Classroom during the COVID-19 Pandemic: An Empirical Study

by Xin Huang and Hui Zhi

Sustainability 2023, 15(5), 4420; https://doi.org/10.3390/su15054420 - 01 Mar 2023

Cited by 2 | Viewed by 2113

Abstract

The constant variation of COVID-19 has intensified the spread and recurrence of the epidemic, and education continues to be hard hit in most countries. The virtual classroom has become the main platform to replace the traditional classroom in the COVID-19 pandemic context. Due [...] Read more.

The constant variation of COVID-19 has intensified the spread and recurrence of the epidemic, and education continues to be hard hit in most countries. The virtual classroom has become the main platform to replace the traditional classroom in the COVID-19 pandemic context. Due to the lack of a comprehensive understanding of college students’ perceptions of the platform system, it is essential to explore the factors and mechanisms that influence students’ willingness to use virtual classrooms consistently to improve the learning efficiency and optimize the effect of educational communication during the epidemic. This study integrates the Delone and McLean (D&M) information systems (IS) success model, expectation–confirmation model (ECM), and instructor quality factor to construct an operational model, and it used a structural equation model to analyze the 411 valid samples received from online questionnaires. The results reveal that the determinants of college students’ perceived usefulness of virtual classrooms are service quality, instructor quality, and confirmation, while system quality has no effect on perceived usefulness in the context of the COVID-19 pandemic. Secondly, system quality, service quality, and instructor quality are three critical antecedents of confirmation, and perceived usefulness and confirmation positively affect satisfaction. Finally, perceived usefulness and satisfaction directly affect college students’ continuance intention. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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19 pages, 1822 KiB

Open AccessArticle

Sense of Competence and Feelings of Stress of Higher Education Faculty in the Transition to Remote Teaching: What Can We Learn from COVID-19 Pandemic in the Long Run

by Ira Raveh, Sigal Morad and Miri Shacham

Sustainability 2023, 15(5), 4027; https://doi.org/10.3390/su15054027 - 22 Feb 2023

Cited by 1 | Viewed by 1268

Abstract

This study focuses on measuring and characterizing the sense of competence and feelings of stress of higher education faculty in the transition to ‘Emergency Remote Teaching’ due to the COVID-19 pandemic and their willingness to adopt it in future. A total of 318 [...] Read more.

This study focuses on measuring and characterizing the sense of competence and feelings of stress of higher education faculty in the transition to ‘Emergency Remote Teaching’ due to the COVID-19 pandemic and their willingness to adopt it in future. A total of 318 higher education faculty responded to a new questionnaire, developed and validated by the researchers. The findings show that the faculty experience a high sense of competence, related to positive feedback on remote teaching, a tighter trust relationship with the students, and their personal and professional development in the field of techno-pedagogy. Higher education faculty indicate feelings of stress on a medium-low level manifested by frustration and overburden due to difficulties in their interaction with the students, lack of reward, vague home–work boundaries, and techno-pedagogical challenges. The findings show that the more competent and the less stress higher education faculty feel regarding remote teaching, the more they wish to adopt it in future. The findings outline a desirable way to support higher education faculty and their professional development, aiming to reduce feelings of stress and enhance their sense of competence in remote teaching. Thus, they can implement changes, facing the challenges and expectations of higher education’s “new normal” in which technology will play a key role. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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18 pages, 850 KiB

Open AccessArticle

Through the Lens of Discourse Analysis: Transformational Leadership as a Leverage Point for Promoting Educational Sustainability

by Enas Qadan, Abdelnaser Jabarin and Wisam A. Chaleila

Sustainability 2023, 15(5), 3971; https://doi.org/10.3390/su15053971 - 22 Feb 2023

Cited by 2 | Viewed by 1745

Abstract

This exploratory qualitative study sought to understand the role of transformational leadership in promoting educational sustainability (ES) through examining three classroom critical incidents. For this undertaking, the study employed a quadratic method integrating four theories: Ethnomethodology (particularly indexicality and contextualization), Flanders’ Interaction Analysis [...] Read more.

This exploratory qualitative study sought to understand the role of transformational leadership in promoting educational sustainability (ES) through examining three classroom critical incidents. For this undertaking, the study employed a quadratic method integrating four theories: Ethnomethodology (particularly indexicality and contextualization), Flanders’ Interaction Analysis Categories (FIAC), Interactional Sociolinguistics (IS), and Transformational Leadership (TL). Two of the three incidents took place during face-to-face classes, while the third transpired online due to the COVID-19 pandemic. Analyses of teachers’ TL and communication strategies were administered, and each respective event was unfolded, explored, and evaluated qualitatively through a bidirectional model designed by the researchers. Data were collected and the study revealed that teachers demonstrated varied levels of TL based on their perceptions of incidents, the awareness of their professional roles as leaders, and the linguistic choices they made. In addition, analyzing the results of teachers’ discourses, TL was demonstrated to be a leverage point for promoting educational sustainability. Proven to be an effective tool, the bidirectional model can be advocated by policy makers to help teachers assume their roles as leaders, and even to qualify them as leaders. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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Review

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22 pages, 713 KiB

Open AccessReview

Higher Education in Mexico: The Effects and Consequences of the COVID-19 Pandemic

by Guillermo M. Chans, Angelica Orona-Navar, Carolina Orona-Navar and Elvia P. Sánchez-Rodríguez

Sustainability 2023, 15(12), 9476; https://doi.org/10.3390/su15129476 - 13 Jun 2023

Cited by 2 | Viewed by 2070

Abstract

This review examines the impact of the COVID-19 pandemic on higher education in Mexico. It acknowledges the difficulties and disruptions caused by the global emergency but also emphasizes the opportunities for reflection and learning that have emerged. This work employed a comprehensive methodology, [...] Read more.

This review examines the impact of the COVID-19 pandemic on higher education in Mexico. It acknowledges the difficulties and disruptions caused by the global emergency but also emphasizes the opportunities for reflection and learning that have emerged. This work employed a comprehensive methodology, including a thorough literature search across multiple academic databases and consultation with national statistical sources and newspapers. Sixty-nine articles were selected based on predetermined keywords and criteria, leading to the identification of two central themes: impacts and implications on higher education and innovation in teaching and learning experiences. The findings shed light on the effects of the pandemic and highlight the need for resources, pedagogical considerations, and a reevaluation of priorities in the education sector. The review concludes by emphasizing the importance of improving equity, quality, and long-term sustainability in higher education in Mexico while recognizing the opportunity for educational reform in the post-pandemic era. Full article

(This article belongs to the Special Issue Impact of COVID-19 Pandemic on Education: Lesson Learned, Future Development and Change)

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