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Due to the recent developments in the delivery of teaching-learning processes when COVID-19 hit the world with a health crisis and pandemic, it is crucial to look into the quality of courses delivered via online means or through distance education modality. This paper examines implementation and application of quality assurance (QA) landscape in Distance Education (DE). A documentary review using bibliographic inquiry is used as a methodology approach to gather relevant information to address the study questions. Previous studies on QA in DE are examined and arranged into themes using thematic analysis. Findings revealed that most of the literature on QA in DE in Africa and Asia based on the reviewed Open and Distance Learning (ODL) institutions are basically dealing with frameworks, outcomes and performance, instructional design, student services and challenges as well as parity in terms of quality with the traditional institutions. Therefore, this paper concludes that more studies are needed for QA in DE to match the post-COVID-19 trends on improving QA. This implies that there is a need to expand research on QA in DE to include areas of artificial intelligence.

Purpose: The outbreak of COVID-19 in 2020 has had a profound impact on education institutions at all levels. Open universities, with their privileged delivery method, have been in an advantageous position. In the earlier stages of the pandemic, they made remarkable contributions to assuring learning continuity. However, with more and more conventional universities migrating online, great changes have taken place in the field of higher education, and it is imperative for open universities to adjust their strategies in order to maintain their leading role in a technology-enabled education context. This paper aims to examine what challenges have been faced by open universities during the pandemic and how they will transform in the future. Design/methodology/approach: Six open universities in Asia, Africa and Europe were selected as cases in this research to make a comparative study based on the papers in the volume beyond distance education. Similarities and differences among the cases were analyzed in order to identify the developing trend for open universities in the international context. Findings: The results showed that (1) open universities in these regions demonstrated their resilience in the pandemic; examples were that new technologies have been leveraged to implement totally online delivery with short notice and huge amount of learning resources were offered to the society. (2) However, they encountered challenges of delivering fully online examination due to the lockdown and quarantine policies, and open universities in African and the sole private institution suffered financial pressure due to improving information and communication technology infrastructure and staff training. Another challenge was the fierce competition from conventional universities that open universities in Asia and Europe came across. (3) Four main areas were identified for future development in order to respond to the challenges: No.1 is that programs such as health care, psychology, epidemiology, virology, immunology, data analytics, biology and bio-informatics have stimulated interest for African open universities to develop in the future; No. 2 is that open universities were seeking to innovate their teaching formats; short courses, such as micro credentials, might be developed as agile and flexible offerings which are expected to be suitable to learners in the pandemic context; No 3 is that programs and courses for upskilling in the context of digitalization will be implemented; and No. 4 is that lifelong learning is given a higher priority in order for open universities to stand securely in the higher education sector. Originality/value: The study may give open university leaders a quick insight into their future development.

Purpose: This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research. Design/methodology/approach: Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies. Findings: The findings reveal four emerging themes--influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers. Research limitations/implications: Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search. Practical implications: For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies. Originality/value: This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.

The ongoing global COVID-19 pandemic has revolutionized the education system and forced fundamental changes in the teaching-learning process. The present study aims to explore various modes of education used by educational institutions across the world and provide a holistic understanding of different measures taken by governments and universities to endure the crippling crisis. The radical shift to digital pedagogy followed by online assessments and examinations brought new experiences to both educators and learners. This paper elucidates the extraordinary challenges encountered by various stakeholders in making the required shift to digital learning and the substantial attempts made by educational institutions to minimize learning losses. The paper also presents various opportunities induced by the COVID-19 pandemic and highlights the need to develop appropriate mechanisms to deal with such an unforeseen crisis in future. To this effect, some recommendations have been made that may enable educational institutions to eliminate adversities and maintain academic integrity in tempestuous times.

A documentary review was conducted on the production and publication of research papers on studying the variable Digital Transformation, Education and COVID-19. The bibliometric analysis proposed in this document aims to know the main characteristics of the volume of publications registered in the Scopus database from 2020 to 2022, achieving the identification of 464 publications in total. The information provided by this platform was organized using tables and figures, categorizing the information by Year of Publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, the position of different authors regarding the proposed topic was referenced through qualitative analysis. Among the main findings of this research, it is found that Spain, with 49 publications, was the country with the highest global production. The area of knowledge that made the most significant contribution to the construction of bibliographic material related to the study of Digital Transformation, Education and COVID-19 was the area of Social Sciences with 253 published documents, and the type of publication that was most used during the period mentioned above was the journal article, representing 54% of the total scientific production.

This paper presents research on girls' and boys' gendered perceptions of their learning during school closures due to COVID-19. The research was conducted in ten countries affected by displacement across Asia, the Middle East, Africa, and Latin America. We applied statistical analysis using multivariate logistic regression models from the results of a survey conducted with parents or caregivers and their children. We complemented the quantitative study with qualitative methodology, which provided a nuanced understanding of girls' and boys' perceptions of their learning and their voiced concerns during the COVID-19-related school closures. Our results show that the children in the displaced settings are likely to perceive a decline in learning during the pandemic, and that the factors influencing this perception differ between boys and girls. Girls' perceptions of learning "nothing" or only "a little bit" were more strongly associated with material barriers, such as limited access to learning materials and household economic circumstances, than was the case for boys. The boys' experience of learning "a little bit" or "nothing" was more strongly associated with increased negative feelings, including feeling sad or worried, increased violence in the home, and increased responsibility for looking after siblings or other children. This research notes the importance of supporting displaced children by providing adequate resources to enable equitable access to learning, and calls for cross-sectoral programming to support displaced children who are dealing with emotional pressure.

The advent of the COVID-19 pandemic and the inequitable response to it has created a space for rethinking the knowledge translation that informs current health policy formulation and planning. Wide recognition of the failure of global health governance and national health systems has led to calls for reviving the Primary Health Care (PHC) agenda for post-COVID health systems development. Despite the joint international declaration on PHC made four decades ago, it has had limited application. This paper argues that the recent attempts to rethink PHC will prove inadequate without analysing and learning from the politics of knowledge (PoK) underlying global health policy and planning. Even with the growing relevance of the spirit of the Alma-Ata Declaration (1978) and its operationalisation as detailed in the report of conference proceedings, reassessment of reasons for its limited implementation continues to be located largely in the political economy of the medical establishment, the international economic order or in national governance flaws. Failure to address the dominant knowledge paradigm in the Alma Ata articulation of PHC has contributed to its limited application. This calls for expansion in the analysis from knowledge translation to generation and hierarchisation of knowledge. The paper discusses how the application of PoK as an analytical lens helps understand the power equations underlying the process of knowledge generation and its translation into policy and practice. Beneath the techno-centric and commodified health system is the dominant 'knowledge' system whose foundations and assumptions ought to be interrogated. By following a PoK approach, a reorientation of thinking about the relationship between various forms of knowledge and knowledge holders is anticipated. A new health service system design is outlined—translating the spirit of PHC of 1978 into a 'PHC Version 2.0'—that addresses the PoK gap in operational terms, with an approach to guide all levels of healthcare. It suggests how the world can be empowered to respond better by engaging with diverse ontologies and epistemologies to conceptualise knowledge and frame policies. Further, in the contexts of Asia, Africa and Latin America, it can contribute to the development of self-reliance to democratise general health policy and planning in the post-pandemic period. [ABSTRACT FROM AUTHOR]

Bats are the natural reservoir host for many pathogenic and non‐pathogenic viruses, potentially spilling over to humans and domestic animals directly or via an intermediate host. The ongoing COVID‐19 pandemic is the continuation of virus spillover events that have taken place over the last few decades, particularly in Asia and Africa. Therefore, these bat‐associated epidemics provide a significant number of hints, including respiratory cellular tropism, more intense susceptibility to these cell types, and overall likely to become a pandemic for the next spillover. In this systematic review, we analysed data to insight, through bat‐originated spillover in Asia and Africa. We used STATA/IC‐13 software for descriptive statistics and meta‐analysis. The random effect of meta‐analysis showed that the pooled estimates of case fatality rates of bat‐originated viral zoonotic diseases were higher in Africa (61.06%, 95%CI: 50.26 to 71.85, l2% = 97.3, p < 0.001). Moreover, estimates of case fatality rates were higher in Ebola (61.06%; 95%CI: 50.26 to 71.85, l2% = 97.3, p < 0.001) followed by Nipah (55.19%; 95%CI: 39.29 to 71.09, l2% = 94.2, p < 0.001), MERS (18.49%; 95%CI: 8.19 to 28.76, l2% = 95.4, p < 0.001) and SARS (10.86%; 95%CI: 6.02 to 15.71, l2% = 85.7, p < 0.001) with the overall case fatality rates of 29.86 (95%CI: 29.97 to 48.58, l2% = 99.0, p < 0.001). Bat‐originated viruses have caused several outbreaks of deadly diseases, including Nipah, Ebola, SARS and MERS in Asia and Africa in a sequential fashion. Nipah virus emerged first in Malaysia, but later, periodic outbreaks were noticed in Bangladesh and India. Similarly, the Ebola virus was detected in the African continent with neurological disorders in humans, like Nipah, seen in the Asian region. Two important coronaviruses, MERS and SARS, were introduced, both with the potential to infect respiratory passages. This paper explores the dimension of spillover events within and/or between bat–human and the epidemiological risk factors, which may lead to another pandemic occurring. Further, these processes enhance the bat‐originated virus, which utilises an intermediate host to jump into human species. [ABSTRACT FROM AUTHOR]

The emergence of COVID-19 has created many unanticipated changes globally, particularly in terms of the availability and use of water resources. This study aims to estimate the potential increase in global domestic water use, exclusively due to the handwashing requirement for COVID-19. To assess the potential increase in domestic water use, this study analyzed population and water use data of 175 countries. Based on WHO guidelines, the additional water required for handwashing per person per day was estimated to be 0.018 m3 and was integrated with water use and population data for the analysis. These findings reveal that if everyone washes their hands six times a day solely to prevent the spread of coronavirus, global domestic water use and total water use would increase by about 11.96% and 1.25%, respectively. Africa (23.88%), Asia (15.05%), Latin America, and the Caribbean (7.18%) are anticipated to have the most significant increases in domestic water use due to the increased handwashing. This is a concerning phenomenon because these nations are already experiencing water shortages, even before the pandemic. These results may aid these countries in achieving Sustainable Development Goal 6, by guiding stakeholders and decision-makers to take action to address the water resource management challenges posed by the unexpected rise in water use caused by events such as COVID-19. [ABSTRACT FROM AUTHOR]

Historical cultural practices that no longer exist can have modern day effects. Because communism has been linked with distrust of government, it was hypothesized that (a) historical communism would be negatively associated with COVID-19 vaccination rates, and (b) trust in government would mediate the association. Two studies assessed these hypotheses. Study 1 tested the hypotheses among European, Asian, and African countries, while Study 2 focused on East and West Germany within Europe. All samples except Africa found support for an association between historical communism and lower COVID-19 vaccination rates. However, trust in government did not mediate the association in Study 1, though a significant indirect effect did emerge within Germany in Study 2. Associations held controlling for GDP and age of population. Together, the studies suggest that historical communism in Europe and Asia is associated with real-world behavior today, and that trust in government might be partly responsible for the effect within Germany but less likely within Europe as a whole. [ABSTRACT FROM AUTHOR]

Floods are great threats to human life and property. Extensive research has investigated the spatiotemporal variation in flood occurrence, while few have studied the heterogeneity in global flood events of different sizes, which may require different coping strategies and risk reduction policies. In this study, we analysed the spatiotemporal patterns of global flood events with different affected areas (classified in three levels) during 1985–2019 and examined the contribution of different influencing factors to flood-induced mortality using Geodetector. The results show that (1) the increase in global flood frequency was mainly caused by Level II and Level III floods, and the average area affected by flood events has been increasing yearly since 1985. (2) In America and Africa, the frequency of Level III floods has increased monotonically. At the same time, the frequency of Level I floods in Europe and Level II floods in Asia has increased significantly. (3) For Europe and Asia, most of the deaths occurred with Level II floods; while for America and Africa, Level III floods caused the most mortality. (4) The top three factors contributing to the spatial heterogeneity in flood-induced mortality were the affected population, GDP per capita and flood duration. The contribution of each factor varied among the different types of floods. Topographic factors (percentage of mountainous area) magnified flood-induced mortality during extreme events with heavy rainfall, especially for Level III floods. The heterogeneity in flood frequency and flood-induced mortality indicates that flood protection measures should be more targeted. In addition, the increase in large-scale floods (Level III) highlights the need for transregional cooperation in flood risk management. [ABSTRACT FROM AUTHOR]