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The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

Campus crisis management remains an understudied topic in the context of COVID-affected higher education. In this paper, we contrasted the ability to tame the wicked problems brought by the pandemic of COVID-19 in private and public universities in Bangladesh, Cambodia, Colombia, India, Kazakhstan, Uganda, and Ukraine. The cross-country analysis and diversity of institutional types allowed us to consider a wide range of challenges faced by academic leaders and their institutions during the global pandemic. By drawing on institutional policy reviews and interviews with university administrators, we have examined tensions between the human and institutional agencies on these crisis-stricken campuses given differing institutional coupling, sizes, resources, and missions. The focus on agential co-dependencies and institutional coupling lays the ground for conceptualizing campus crisis management as a culturally specific construct in the context of higher education affected by the global pandemic.

COVID-19 pandemic has affected one and all in unison. Different sectors, including the educational sector, have been disproportionately affected in developing and the least developed nations. Against this backdrop, this paper, while considering the impact that the pandemic has had on the education sector in developing nations viz. -- India, South Africa, and Bangladesh, aims to bring to light the importance of teaching global mindset as there are several unique implications, challenges and opportunities that lie ahead for these nations. Using qualitative methodology, this research adopts an exploratory approach to understand how, among other things, the education sector can catalyze the development and teaching of a global mindset in the selected three countries and can be responsive even beyond. Ten semi-structured interviews have been conducted with "institutional heads/directors" across higher educational institutions in the nations under study to answer the research question that brings out three themes: global and local problem solving, resources, and international experiential learning and exposure toward developing a global mindset. Finally, while corroborating the findings of the research, the article also proposes a new definition of a "global mindset".

The ongoing COVID-19 pandemic has seriously impacted countries across the globe. The pandemic has created a completely new teaching-learning environment of interaction for early childhood educators. In many countries, face-to-face teaching has been replaced by remote teaching, while in others, there have been intermittent lockdowns and limited interruptions to regular teaching norms. Given the play-based nature of preschool teaching-learning activities in most countries, educators are required to reimagine the sociocultural relationships to their pedagogical practices in their everyday teaching-learning contexts. This paper sheds light on educators' experiences and the dramatic shift in their indoor-outdoor teaching-learning environment due to the evolving health measures. The study draws on notions of teachers' identities and Vygotsky's cultural-historical concept of social situation of development (Vygotsky, 1994) to capture the new forms of relationships that early childhood educators experienced with their pedagogical environments across different countries during the pandemic. Data were collected from preschool teachers across five countries--Australia, Bangladesh, Norway, Singapore and India using online surveys which included open- and close-ended questions. Findings reveal the on-ground realities and teachers' adaptations to new pedagogies emerging across the five countries. The new digital environments provided an equally new dimension for change. These changes were seen in interactions, relationships within the everyday pedagogical contexts, as well as the shifting physical and social environment of early years educators.

ESL/EFL teachers, especially those working in higher education, across the world were required to teach online after the spread on COVID-19. Many empirical studies have been conducted in the last 1 year to investigate various aspects of online teaching and learning of languages. However, online ESL teaching in South Asian contexts remains almost unexplored. This paper reports a multiple case study that aimed to bridge this gap and explore online formative assessment (FA) and feedback practices of three ESL teachers working in three universities in India, Bangladesh and Nepal. Data were collected through classroom observations, interviews and document analysis. The results indicate that all three teachers actively engaged their students in a variety of FA practices, although they did not use the obtained information from assessments properly and there remained many areas of improvement. Their feedback practices, which involved the integration of a few digital tools, were regular and student-friendly. The study is significant in that it is the first of its kind. Future researchers can conduct large scale studies to verify if the findings of the study are true for other university ESL teachers who are teaching online.

Purpose: As Covid-19 became a pandemic, numerous people were forced to stay at home, leading to increased intimate partner violence (IPV) in many countries, particularly in developing and least-developed ones. This paper aims to highlight the IPV based on 15 different cases formed from the practical evidence of five developing countries. Design/methodology/approach: The authors interviewed 15 women from five countries who were the victims of IPV during the early periods of Covid-19 outbreak. Due to geographical remoteness, the authors conducted informal telephone interviews to collect the participants' personal experiences. The conversations were recorded with participants' permission; afterwards, the authors summarized participants' experiences into 15 different cases without revealing their original identities (instead, disguised names were used). Findings: It was revealed that the women were the primary victims of such violence, particularly from their intimate partners (husbands). In most cases, such IPV, as reported by the interviewees, originated or increased after the pandemic when they were forced to stay at home, losing their partners' jobs or income sources. Originality/value: The authors summarized the causes of IPV and put forward a few action recommendations based on the interviewees' practical experience and existing literature. This paper will open a new window for research investigations on IPV during emergencies such as Covid-19 outbreak. [ABSTRACT FROM AUTHOR]

This paper explores the impact of COVID-19 on shopping behavior in two neighboring developing economies: Bangladesh and India. While the previous studies investigating the impact of COVID-19 on shopping behavior have relied on Revealed Preference (RP) data, this paper combines RP and Stated Preference (SP) data to develop joint RP-SP discrete choice models. This makes it possible to quantify the relative impact of the situational contexts on the choice of shopping modes of households and to capture the associated heterogeneity arising from the characteristics of the households. Further, comparison of the data and the estimated model parameters of the two countries with substantial socio-cultural similarities provide insights about how differences in the state of e-commerce can lead to different levels of inertia in continuing the pre-COVID behavior. The results will be useful to planners and policymakers for predicting the shopping modes in different future scenarios and formulating effective restriction measures. [ABSTRACT FROM AUTHOR]

Background: The pandemic has placed considerable strain on health systems, especially in low- and middle-income countries (LMICs), leading to reductions in the availability of routine health services. Emerging evidence suggests that people with disabilities have encountered marked challenges in accessing healthcare services and supports in the context of the pandemic. Further research is needed to explore specific barriers to accessing healthcare during the pandemic, and any strategies that promoted continued access to health services in LMICs where the vast majority of people with disabilities live. Methods: Qualitative in-depth interviews were conducted with persons with disabilities in Ghana, Zimbabwe, Viet Nam, Türkiye (Syrian refugees), Bangladesh, and India as part of a larger project exploring the experiences of people with disabilities during the COVID-19 pandemic and their inclusion in government response activities. Data were analysed using thematic analysis. Results: This research found that people with disabilities in six countries - representing a diverse geographic spread, with different health systems and COVID-19 responses - all experienced additional difficulties accessing healthcare during the pandemic. Key barriers to accessing healthcare during the pandemic included changes in availability of services due to systems restructuring, difficulty affording care due to the economic impacts of the pandemic, fear of contracting coronavirus, and a lack of human support to enable care-seeking. Conclusion: These barriers ultimately led to decreased utilisation of services which, in turn, negatively impacted their health and wellbeing. However, we also found that certain factors, including active and engaged Organisations of Persons with Disabilities (OPDs) and Non-Governmental Organizations (NGOs) played a role in reducing some of the impact of pandemic-related healthcare access barriers. [ABSTRACT FROM AUTHOR]

COVID-19 has destabilized economies, lives all over the globe with devastating impacts. Physical and mental health suffered hugely due to this pandemic. Moreover, educational institutes were forced to shift from offline to online mode. This study aims to identify critical societal constructs which got impacted due to the COVID-19 pandemic in India and Bangladesh. Further, a comparative analysis has been carried out to assess these impacts between these two countries from a social science point of view. A cross-sectional study has been conducted through a structured questionnaire based on pilot study. Google Survey form link of questionnaire was active from March 15, 2020 to July 14, 2020 in which 1023 responses were received with a response rate of 54%. After the elimination of missing responses, 802 complete responses were finally coded on 48 variables including demographic profile of the respondents. Factor analysis is used to identify critical constructs of the study whereas hypothesis testing to carry out for comparative understanding. The study found that COVID-19 pandemic has severely impact on psychological, educational, economic, and social aspects of both countries whereas Bangladesh has significant adverse impact than India. Economic stimulus program such as tax exemption, EMI moratoriums, mental health training, E-learning, low interest rate of soft loan disbursement are noteworthy requirement to overcome the adverse impact of COVID-19. [ABSTRACT FROM AUTHOR]

Widespread vaccination against COVID-19 is critical for controlling the pandemic. Despite the development of safe and efficacious vaccinations, low-and lower-middle income countries (LMICs) continue to encounter barriers to care owing to inequitable access and vaccine apprehension. This study aimed to summarize the available data on COVID-19 vaccine acceptance rates and factors associated with acceptance in LMICs. A comprehensive search was performed in PubMed, Scopus, and Web of Science from inception through August 2021. Quality assessments of the included studies were carried out using the eight-item Joanna Briggs Institute Critical Appraisal tool for cross-sectional studies. We performed a meta-analysis to estimate pooled acceptance rates with 95% confidence intervals (CI). A total of 36 studies met the inclusion criteria and were included in the review. A total of 83,867 respondents from 33 countries were studied. Most of the studies were conducted in India (n = 9), Egypt (n = 6), Bangladesh (n = 4), or Nigeria (n = 4). The pooled-effect size of the COVID-19 vaccine acceptance rate was 58.5% (95% CI: 46.9, 69.7, I2 = 100%, 33 studies) and the pooled vaccine hesitancy rate was 38.2% (95% CI: 27.2–49.7, I2 = 100%, 32 studies). In country-specific sub-group analyses, India showed the highest rates of vaccine acceptancy (76.7%, 95% CI: 65.8–84.9%, I2= 98%), while Egypt showed the lowest rates of vaccine acceptancy (42.6%, 95% CI: 16.6–73.5%, I2= 98%). Being male and perceiving risk of COVID-19 infection were predictors for willingness to accept the vaccine. Increasing vaccine acceptance rates in the global south should be prioritized to advance global vaccination coverage. [ABSTRACT FROM AUTHOR]

Among the large number of plants that are part of the Ayurvedic system of medicine in India and Bangladesh, Zingiber officinale Roscoe (Zingiberaceae), or ginger in English, holds a special place and is often referred to as “Mahaushadha” (great medicine) and “Vishvabhesaja” (worldwide or universal herb) to signify its special status. The plant and particularly its rhizomes are used both in the raw and dry form for the relief of a multitude of disorders. Since a number of these disorders occur in patients infected with severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), it was of interest to perform in silico studies (molecular docking) to evaluate the binding affinities of a number of constituents of Zingiber officinale with the 3C-like protease or main protease (Mpro) of SARS-CoV-2, which plays an essential role in the cleavage of viral polyproteins and subsequent viral replication. Our studies indicated that 2 of the compounds present in ginger, namely, chlorogenic acid and hesperidin, had high binding affinities for Mpro with predicted binding energies of −7.5 and −8.3 kcal/mol. The two-dimensional and three-dimensional interactions also showed that, while chlorogenic acid interacts with one of the His41 amino acids of the catalytic dyad of Mpro, hesperidin interacts with the other amino acid Cys145, which can account for their predicted high binding energies and, therefore, possibly can inhibit Mpro activity. Taken together, our findings indicate that ginger, besides alleviating the symptoms induced by SARS-CoV-2, may also play a role in inhibiting the virus. [ABSTRACT FROM AUTHOR]

Background: With the outbreak of COVID-19 pandemic across the world, people have suffered an unexpected setback to their mental health. As psychological support is being provided to patients and healthcare workers, the general population and university students go unnoticed. This review aims to present existing literature that reports the effects of COVID-19 on psychological outcomes of the general population and university students in different countries. Methods: A manual search was conducted on PubMed, Google Scholar and Mendeley from inception to 31st January 2021. Articles were selected based on the predetermined eligibility criteria. Results: During COVID-19 pandemic, relatively high rates of depression (4.5% to 72.3%), anxiety (12.7% to 85.7%) and stress (5% to 90.1%) were reported in the general population as well as in university students, depression (3% to 70.5%), anxiety (9% to 63.3%) and stress (61.5% to 25%) in India, Nepal, Pakistan, China, Spain, US, UK, France, Egypt, Ethiopia, Bangladesh, Nigeria and Saudi Arabia. Risk factors associated include female gender, younger age group (≤40 years), unemployment, student status, and frequent exposure to social media/news concerning COVID-19. Conclusions: The COVID-19 pandemic is associated with highly significant levels of psychological disorders such as depression, anxiety and stress. Alleviating the hazardous effects of COVID-19 on mental health should be given due attention internationally. [ABSTRACT FROM AUTHOR]