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Universities switched from face-to-face to emergency distance education as a solution to the crisis during the COVID-19 pandemic. This enabled face-to-face students to experience distance education. This study examined these experiences for tour guiding education. Distance education was available in tour guiding departments at a few Türkiye universities before the pandemic, and this was a discussion topic in academic. However, emergency distance education presented a dilemma for students: distance education or face-to-face education. Thus, the research includes students in the face-to-face tour guiding departments. A qualitative, phenomenological approach was employed to collect data using semi-structured interviews and an online questionnaire. Data were analyzed using thematic content analysis. The findings revealed that students preferred face-to-face education while being uncertain about the pros and cons of distance education. However, this decision should be underlined as not definitive. The study emphasizes that distance education is ineffective for tour guiding education due to the absence of practical courses, which are crucial for tour guiding, as well as effective communication. The study provides theoretical insights into the educational strategies used in tourism during crises and offers practical implications for enhancing distance education in higher education institutions.

This essay explores how writing in community for EdD students can be pivotal in helping them succeed in their academic journey. Considering existing research, three UC Davis CANDEL EdD (Capital Area North Doctorate in Educational Leadership) students and recent alumni use a case study approach to highlight the ways writing in community was instrumental to their own journeys and enhanced their sense of belonging. This essay highlights the challenges faced by the EdD students, especially during the COVID-19 pandemic. They leaned into the transformative power of writing in community and use vignettes to detail their personal experiences. They showcase the power of critical friendship that encouraged vulnerability and connection within their group and catapulted them towards dissertation completion. The essay also recommends institutional support for specific interventions to further writing in community in all EdD programs.

Before the EdD program through UC Davis, my own decisions and thinking process perpetuated an inequitable system that seemed to be working to support and uplift marginalized communities. When beginning my personal journey through the doctoral program and throughout the pandemic, there were epiphanies that awakened me to new institutional versions that empowered my ways of approaching education and leading future generations to question, early and often, the systems that were supposed to increase their ability to become leaders themselves. The concluding research recommendations support the implementation of culturally sustaining pedagogical practices to increase authentic historically marginalized student self-expression and empowerment of students and community. This work is done through understanding the priorities of the community, offering transparency, communicating, and listening while promoting health and safety as a means of cariño. Communicating that our priorities on site are children first, rather than test scores and attendance percentages, I seek creative means to empower our young scholars to bridge a gap between site and community and authentically celebrate the diversity on our campus.

In this reflective essay, I explore learnings and reflections along my doctoral journey and analyze how this journey has been untraditional for an education administrator. As a scholar-practitioner, I include a section on the impact of societal changes since the COVID-19 pandemic. I then document continuing challenges for women of color administrators and refine imposter syndrome theory in my own way. Finally, I offer some thoughts about how to move forward.

Laboratory activities are essential and important components of learning chemistry at the undergraduate level. The COVID-19 pandemic led to disruption of traditional modes of teaching and learning over the whole education spectrum including laboratory courses in chemistry. Although unfortunate, the COVID-19 lockdown period and following years challenged well accepted norms leading to new opportunities for higher education. The purpose of this work is to synthesize useful lessons from student experiences during COVID-19 pandemic and post-pandemic era aiming for improved future chemistry laboratories at the college and university level. Previously published studies addressed advantages and disadvantages of face-to-face vs. remote and online teaching of chemistry laboratory courses. However, there are only a few student-centered studies which analyze students' perceptions of undergraduate chemistry laboratories in the post-pandemic era. Although the study was conducted at the university in the United States, we believe the lessons learned could be used globally. The present study contributes to the existing body of knowledge in this field of research. It is unique because surveyed students experienced different modalities of the laboratory and were given an opportunity to compare both modalities side by side. Therefore, student experiences provide stronger foundations of their preferences and perceptions described in this work. Based on our findings, it appears that post-pandemic undergraduate students taking a non-major course prefer hands-on experiments and a hybrid modality of chemistry laboratory.

Management education, continuously evolving since the 1990s, recognizes the need to develop proficient management professional's adept at strategic decision-making. The present research delves into the effectiveness of a management course for first-year students at a chosen School of Management, underlining its paramount importance in ensuring student retention and bolstering departmental stability. The purpose of this research is to evaluate the effectiveness of traditional physical and online learning methods in a management course for first-year students at a university in Taiwan, focusing on students' satisfaction with their learning performance. The study aims to compare the educational efficacy of these two instructional modes and analyze the variations in student performance and satisfaction. The methodology involved a longitudinal design with data collection from first-year students in 2022 (online learning) and 2023 (physical learning). The research employed pre-test and post-test evaluations, regression analysis, and Importance Performance Analysis (IPA) to assess the impact of course units on students' learning satisfaction. This study employed regression analysis to determine the influence of enhancing "Management Basis" and "Management Operations" on satisfaction. The results revealed that online learning outperformed physical learning in terms of overall student satisfaction, particularly in understanding "Management Basis" and "Management Operations." However, physical learning demonstrated higher improvements in student scores and satisfaction, particularly in areas requiring detailed explanations and hands-on engagement, such as "Control Tools.". The novelty of this research lies in its comparative approach to evaluating two distinct learning environments during a critical period marked by the COVID-19 pandemic. The findings offer valuable insights into how different teaching modalities impact student satisfaction and learning outcomes, providing guidance for educators to refine instructional strategies to enhance student learning efficacy across different formats. The study underscores the importance of adapting teaching methods to suit the specific demands of online and physical learning environments.

This case study examines the experience of Universidad Andina Simón Bolívar (UASB-E), a traditionally face-to-face institution in Ecuador, as it transitioned to online learning during and after the COVID-19 pandemic. Drawing on data from interviews, surveys, and document analysis, the study explores the challenges and opportunities associated with this rapid shift, offering insights for rethinking and redesigning higher education in the post-pandemic world. Prior to the pandemic, UASB-E primarily relied on face-to-face teaching with limited use of its virtual learning environment. In response to the crisis, the university quickly mobilized to migrate its entire educational offering online, initially adopting an emergency remote teaching approach focused on synchronous videoconferencing. However, student preferences and the need for a sustainable solution prompted UASB-E to rethink its online learning model. The study identifies six key dimensions of UASB-E's improvement in its capacity to deliver online education: (1) Technological Infrastructure and Digital Processes: Enhanced technological infrastructure and streamlined digital processes in management, administration, and academics, laying the foundation for a robust online learning environment. (2) Pedagogical Innovation: Recognizing the limitations of replicating face-to-face teaching online, UASB-E embraced activity-based instructional design, asynchronous online education, and collaborative learning strategies, promoting deeper engagement and personalized learning experiences. (3) Accessibility and Inclusivity: By leveraging the flexibility of online learning, UASB-E expanded its reach beyond its physical campus, reaching students across Ecuador who might not have otherwise accessed higher education, demonstrating the potential of online learning to democratize access to quality education. (4) Programme Diversification: Beyond emergency measures, UASB-E is strategically diversifying its academic offerings, developing new face-to-face, blended, and fully online programmes, allowing for flexibility and catering to diverse student needs and learning preferences. (5) Faculty Training and Development: Implemented a comprehensive training programme focusing on both the instrumental skills of managing online platforms and the pedagogical aspects of designing engaging and effective online learning experiences. (6) Assessment and Feedback: The study highlights the need for a more reflective and analytical approach to assessment and feedback in online environments, with efforts to improve feedback timeliness, individual support, and communication providing valuable lessons for other institutions. Beyond UASB-E's specific experience, the study emphasizes the importance of collaboration and cross-sectoral strategies in building resilient and comprehensive education systems for the future. It also underscores the need for new approaches to learning ecologies that leverage technology effectively while ensuring equitable, inclusive, and high-quality education for all. This case study offers valuable insights for higher education institutions navigating the rapidly evolving landscape of online learning. By understanding the challenges and opportunities that emerged from UASBE's experience, other institutions can make informed decisions about their own online learning strategies and contribute to shaping a more resilient and flexible future for higher education.

We study the effects of the COVID pandemic on educational attainment. By 2022, entry into two-year colleges was 21 percent lower than before the pandemic, with larger declines in Black- and Hispanic-majority colleges. Four-year college entry declined by only 6 percent and then rebounded 4 percent. High school graduation reached an all-time high in 2022. To explain these patterns, we undertook an interrupted time series design. Lower numbers of COVID cases and higher levels of in-person instruction led to increased college entry and possibly increased graduation. Relaxation of graduation standards explain between-state variation in high school graduation and helps explain the continued high graduation rates. Changing labor-market opportunities do not explain cross-state variation in attainment. We suggest additional explanations for these trends. Barring other substantial changes, we predict that future college attainment will be lower for cohorts of school or college age during the pandemic, especially for some marginalized groups.

This article examines the negative effects social media has on adolescents' health and well-being, and how it impacts their academic life. Research was conducted by using scholarly search engines to locate several articles that examined the effects of social media use on adolescents within the last ten years. After reviewing the articles, five main themes emerged: social media's impact on (1) social-emotional health, (2) mental health, (3) physical health, (4) academic performance, and (5) the effect of social media use during the COVID-19 pandemic. The findings from the literature review show the adverse effects of social media on adolescent social-emotional, mental, and physical health, and student academic performance. This review of the literature concludes by observing that adolescents are struggling with problematic social media use and need to learn responsible self-regulation tools and strategies. Future research should consider how to effectively protect and limit students from having to experience these adverse effects, while promoting a healthy and responsible balance of life online and in-person.

We investigate the contrasting realities of the pandemic on psychosocial experiences and ways of coping among American Voices Project respondent surveys (N = 720) and interviews (N = 172). Despite similar levels of distress early in the pandemic, by late 2020 clear differences across education, race and ethnicity, and gender emerged, both quantitatively and qualitatively. Those with structural advantages reported greater gains from the pandemic, including self-improvement opportunities like therapy and time outdoors. In contrast, respondents without college degrees, Black and Hispanic individuals, and women reported experiencing greater psychosocial shocks into the later months of 2020 and feeling disproportionately undervalued, socially disconnected, and stressed, respectively. The former two groups also systematically differed in their coping strategies, which included hard work, emotion suppression, and faith.

Mounting research has revealed how the labor of caregiving and parenting in the United States fell disproportionately to mothers during the COVID-19 pandemic, with negative impacts on mothers' personal and professional well-being. Here, we advance this growing body of work by examining how mothers' pandemic-related parenting and caregiving experiences differed across socioeconomic status. We ask the degree to which mothers' class-based parenting approaches persisted or dissipated in the wake of the pandemic. Drawing on in-depth interviews conducted with 130 mothers caring for children under eighteen in 2020-2021, we find that these parenting patterns largely continued into the pandemic, with mothers' socioeconomic and employment status shaping how they experienced and navigated this disruption and particularly how they managed competing paid and unpaid labor demands.

Extant literature about the history and impact of federal financial aid is robust, however, financial aid eligibility and its connection to persistence for continuing students is an area less understood. As a result, this study describes how at-promise students articulate their knowledge of federal financial aid policy during COVID-19. We interviewed 14 students who were on financial aid warning, a status defined by federal financial aid policy regulations, to examine what students understand about their financial aid standing and the criteria to keep their funding. Findings suggest students were often confused about financial aid eligibility criteria, even though they confidently expressed incorrect information about financial aid policies. Moreover, students were uncertain about how to connect with institutional financial aid resources and did not understand that financial aid advising extended beyond their first semester. This study fills multiple gaps in the literature and articulates how institutions can improve students' understanding of financial aid policy through multiple modes of communication, intentional interventions, and clearer policies. Implications such as the inclusion of Financial Aid counselors and departments in retention support are discussed. [The pagination cited on the .pdf (p1-24) is incorrect. The correct pagination is p2-24.]

Segregation is often seen in terms of race. However, it can also be based on socioeconomic status. Public colleges and universities in the U.S. had highly divergent responses to the COVID-19 pandemic. Despite operating under similar health and legal considerations, campuses at most elite institutions were treated as essential functions while the neighboring campuses of less elite institutions were often treated as non-essential functions. This was problematic during the pandemic, but the discrimination appears to be continuing after the emergency has passed. The policy of continued reduction of the role of the college campus is an attractive option for less exclusive institutions. While a campus is most valuable for the more marginalized students, it is their campuses that closed and remain limited. The community college campus is the foundation of higher education for many students. The purpose of this article was to explore the value of the campus experience.

Videoconferencing was heavily utilized as an online learning tool at universities during the COVID-19 pandemic. Despite the high utilization, few studies have examined students' perspectives on their health, social interaction, and preferences in using specific videoconferencing features for online pedagogy and campus participation. This study surveyed 275 occupational therapy students from six class cohorts regarding the use of videoconferencing during the 2020-2021 academic year. Students reported physical changes in fatigue, eye, and back discomfort from the use of videoconferencing for extended periods, in addition to increased stress and anxiety during this period. Students reported lower class engagement during videoconferencing, as indicated by less frequency of asking/answering questions, paying attention, participating in breakout rooms with unfamiliar peers, and less motivation to attend classes. While students preferred in-person versus videoconferencing for overall classroom engagement and knowledge retention, preferences were equivocal for use of videoconferencing in meeting with professors, peer tutoring, group projects, and office hours. A benefit to videoconferencing availability was the ability to maintain social communication with friends and family, particularly for undergraduates. Comparisons among class cohorts are presented.

The objective of this study was to explore occupational therapy (OT) students' occupational balance and to examine how OT students' experiences in a graduate program promoted or inhibited occupational balance. Grounded theory methodology was used to develop a theory of the occupational balance of entry-level OT students. Twenty-six students were recruited using convenience and maximum variation sampling. Data analysis through constant comparison of transcripts, field notes, and memos consisted of open, axial, process, and selective coding. A storyline narrative with diagrams displayed relationships among concepts and supporting evidence for inductively derived theoretical propositional statements. Students in OT programs progressed through three phases of occupational balance during graduate school. The presented Theory of Occupational Balance indicated students developed a meaning of occupational balance based on past experiences and personal values. Occupational balance is influenced by different contexts and situations. This study revealed several strategies OT students implemented, including adapting methods to effectively and efficiently learn, using support systems, participating in multiple occupational roles, making time for self-care, and knowing when to seek professional assistance. This article presented a new Theory of Occupational Balance for OT Students. Results can inform administrators and faculty about the implications of curriculum design for the occupational balance of OT students. Understanding student occupational balance and circumstances that can cause disruptions may help prevent disruptions from creating unmanageable stress. Understanding strategies students can implement to return to occupational balance may help faculty suggest options for students who cannot self-manage an occupational balance disruption.

Systems thinking (ST) is an essential skill for understanding complex issues, making predictions and informed decisions. This research explores how students applied ST in complex health contexts using the 'One Health' (OH) approach. OH highlights the interdependence relationship between animal, human and ecosystemic health (including plants). Eighteen upper secondary school students were involved in activities that aimed to foster their capacity to apply ST to explain the causes of the COVID-19 pandemic, to anticipate future pandemics and to propose actions for preventing them. Individual written tasks were examined using content analysis methods. Four dimensions of ST were considered, and levels were established based on the literature and in interaction with data. Most participants articulated various aspects of ST in their responses, but they did not do so consistently. Students had difficulties both in anticipating future pandemics and in proposing actions to prevent them. After the completion of the activities, most students showed an improved understanding of the OH notion. They identified the components, relationships and provided examples of causal interrelationships, such as those involved in zoonotic diseases. The findings point to the potential of the OH approach in Biology education, as it promotes students' understanding of complex health issues from a systemic view.

The transition from expert occupational therapy practice to academic educator is stressful and complex, involving the development of a new professional identity. In 2020-21 COVID-19 created a new challenge for recently employed academics, who were in this transition process. This study utilized participatory research to explore the impact of COVID-19 on six new occupational therapy lecturers who were employed immediately before and during the pandemic. The participatory research approach simultaneously engaged participants in research processes and aimed to promote researcher development. Three focus groups were conducted to explore participants experiences before, during and after COVID-19 restrictions. Focus groups transcripts were coded and analyzed thematically. Four themes were identified: 1) Discovery 2) Turbulence 3) Survival and 4) Reflections were linked to an overarching analogy. Covid19 accelerated the transition to teaching as participants discovered effective strategies for teaching online through trial and error, with little available support. The easing of restrictions brought new challenges and anxieties for participants unfamiliar with classroom teaching. The study highlights the complexity of transitioning to academia, and the importance of peer and team support during the first two years. The participatory research process utilized in this study provided an opportunity to reflect back on the transition process while developing researcher skills and experience.

Prior to the COVID-19 pandemic, occupational therapy students at one university received all orthosis fabrication education through an in-person laboratory-based environment supported by clinicians and instructional videos. Due to the pandemic restrictions, orthosis fabrication labs for occupational therapy students were transitioned to a hybrid in-person and at-home supported lab. Presently, there is no research investigating how a hybrid in-person orthosis lab and at-home orthosis fabrication experience impacts the professional practice skill development of occupational therapy students entering the workforce. This research examined the learning outcomes of participation in a hybrid orthosis fabrication experience consisting of one in-person laboratory-based experience and one at-home supported experience (instructional videos, written instructions, without instructor supervision). The research also explored the implications of this hybrid learning experience for future curriculum development. This qualitative study included two components: (1) Interviews with six occupational therapy graduates; (2) 26 student reflections following the hybrid learning experience. The results of this study highlighted three overarching themes: orthosis skill development; transferable skills development; future considerations for implementing a hybrid learning method. A hybrid learning approach provided unique opportunities for the scaling of independence and productive struggle to develop student competence in orthosis fabrication. This research provided insights for occupational therapy curriculum developers to modify educational approaches and effectively support students as they develop into competent occupational therapists.

Academic integrity concerns related to students' use of technology have renewed calls for teaching, assessment, and learning best practices, including those that involve and empower students. Empowerment is a benefit of developing students' assessment literacies, or how students contextually understand, plan, and undertake assessment and use assessment information to monitor and progress their learning. Informed by Bandura's (1986) social cognitive theory and reflexivity (Dewey, 1933; Schön, 1983), a qualitative exploratory case study examined first-year university students' experiences with assessment and the development of their assessment literacies. The findings highlighted student autonomy and empowerment benefits while stressing the importance of reflexivity and assessment literacies for both students and teachers. Teaching, assessment, and learning best practices commonly suggested to promote academic honesty in the GenAI context were also evident. Accordingly, this paper explores the role of students' assessment literacies as part of these best practices, with implications for all levels of education.

This article presents the findings of a recent study surveying and interviewing post-secondary teachers within a college of education at a large, Carnegie "R1" public university in the Midwestern United States to unearth their perspectives of how to better engage their learners within the hybrid/multiple-modality instructional contexts that represent the new normal in today's post "pandemic pedagogy" era. Within the current context of potentially emerging new variants of the SARS-CoV-2 virus and/or other pathogens, it also discusses key findings related to the teachers' views regarding the current levels of institutional support they receive to this end, and their perspectives regarding how said support could be improved.

Gender disparity persists in the personal caregiving of children and older adults, and in professional caregiving duties, with many workplace policies and cultures favoring the "ideal worker" and presenting significant and continuing barriers to female caregivers' professional success and well-being. The recent pandemic both highlighted and augmented this disparity as schools, daycares, and adult care facilities closed or implemented restrictions. This study interprets results from the July 2021 Canadian Natural Sciences & Engineering (NSE) Faculty Workplace Climate Survey by empirically assessing the impact on emotional exhaustion of the increased caregiving burden during the COVID-19 pandemic on female academics in the highly masculinized NSE fields. Results indicate that women were more likely to experience emotional exhaustion even when other factors were considered. Collegiality and inclusion were found to be protective factors, illustrating important implications for, and the retention and support of, success and well-being of female NSE academics.

Three years after the COVID-19 pandemic, school systems worldwide are still on the road to recovery. As students return to in-person learning, there is an increased awareness among educators to investigate the areas of student need where interventional strategies could be applied to bridge the learning loss and help further student academic achievement and emotional well-being. Focused adoption of differentiated instructional practices by teachers may be one of the many ways in which educators could make classroom learning more student-centered. This case study was an exploratory investigation into teachers' desired and actual use of differentiated instruction within the Greater Toronto Area (GTA). The study was conducted to gain a perspective on the areas of particular growth for differentiated instruction in the post-COVID educational environment. The findings from this study may help educational planners, school leaders, and teachers develop relevant professional development programs that could incrementally help to reverse some of the detrimental impacts of the pandemic on student learning.

The COVID-19 pandemic has brought about an unprecedented reliance on digital technologies in education, regardless of the pre-existing attitude of teachers. This study explores elementary school teachers' perceptions about teaching mathematics through distance education. Using a quantitative approach, an online questionnaire was administered to primary teachers in the UAE during the spring semester of 2020-2021. The results show teachers' readiness to adopt digital technology in teaching against increased workload. Difficulties emerged in optimizing student performance in online environments. While the institution supports digital integration, teachers prefer traditional in-person classroom instruction. Therefore, the research would inform some educational systems and curriculum planning worldwide on the best way to integrate digital technology within elementary mathematics education. The study aims to close the gap in mathematics education within a digital context to solve the emerging educational demands.

Problem-posing has been recognized for enhancing students' engagement, problem-solving skills, and mathematical knowledge, which leads to higher mathematics achievement. This research is experimental research with a randomized comparison groups pre-test and post-test design, which aims to examine the effect of using online problem-posing to develop students' mathematics achievement during the outbreak of the COVID-19 pandemic in Thailand. Sixty electrical engineering students of Rajamangala University participated in this study. The research instruments included a mathematics problem-posing lesson plan and a mathematics achievement test. The participants were tested for mathematics achievement before and after attending the programs. The result indicated a statistically significant difference in the mathematics post-test mean scores between the experimental and control groups. The experimental group gained higher mathematics achievement than the control group. Therefore, it is recommended that the problem-posing be used in teaching mathematics to the students.

The world lived through a pandemic over the 2020-2022 period, which forced drastic changes in every sector and every aspect of our lives. One such change in the education sector was the immediate shift to online learning as educational institutions across the world responded to the pandemic. Educational institutions in Trinidad & Tobago, like everywhere else shifted from face-to-face to online instruction in all courses and programmes, including physics. While the conduct of physics lessons through virtual classrooms may have several advantages, it is not without disadvantages. The latter resulted in challenges, especially for students, and it is important for us to understand how students experienced and managed their learning in the fully online environment. The aim of this phenomenological study is to capture and describe the experiences of students in online physics learning in a virtual classroom--specifically their experiences in, preparing for online physics learning, managing learning in the virtual physics classroom and benefiting from opportunities in online physics learning. Three major themes emerged from this study--students' readiness for online learning, students' challenges during online learning and the role of follow through facilitation after online lessons. Despite their preparations, students encountered challenges such as network connectivity, reliability of supporting systems and distractions in their learning environment at home, but they were optimistic, that the reality presented them with opportunities to improve their technological competencies and to maximize their online learning experiences as they engaged in the learning of physics concepts in a non-traditional way.

The COVID-19 pandemic forced a rapid shift from traditional teaching to online settings. This study explores the technological tools employed by university EFL-speaking teachers during this transition, investigating their continued relevance post-pandemic. With a focus on the experiences of seven university EFL-speaking teachers, this study probes the challenges they encountered, their attitudes toward the challenges, and the technological tools they favored to sustain effective instruction. The participants, chosen using purposive sampling and engaged in online interviews, provided rich insights that were thematically analyzed using the Technology Acceptance Model (TAM). The findings revealed that the teachers' perceptions of Perceived Ease of Use (PEoU), Perceived Usefulness (PU), and the challenges they encountered were pivotal in shaping their attitudes towards the employed technological tools. Several challenges emerged, including students' limited participation, assessing and providing feedback, accessing resources, and the teachers' technology familiarity. Among these complexities, Google Meet and e-learning platforms became preferred tools. The teachers' rationale for these choices encompassed bridging the gaps created by the virtual environment, fostering meaningful tasks, and promoting communication efficiency. Their strategic alignment reflected the teachers' intent to address the challenges encountered during online teaching, and to continue these practices in the post-pandemic.

This paper analyses university teachers and students' experiences of online learning during the COVID-19 pandemic in Nepal and presents post-pandemic implications. Potential ramifications of the findings in a normal setting were suggested by the analysis of data gathered through semi-structured interviews with participants both during and after the pandemic, as well as through observation of online classes during the period. Findings demonstrate teachers' ability to create online learning, an alternative mode to a physical classroom, during the pandemic while having an inadequate level of ICT understanding. Despite limited access to digital technology and no administrative assistance, teachers and students created an online learning environment. Findings, however, show an increasing digital gap between rural and urban areas. The discontinuation of effective online learning techniques in the post-pandemic circumstances produced by the teachers during the pandemic pointed out the issues of reforming higher education in developing countries such as Nepal.

This paper focuses on the experiences of ten women in Canada with refugee backgrounds from the Horn of Africa as they helped their adolescent children (ages 12-18) navigate the challenges of at-home online learning during the global COVID-19 pandemic. We situate our analysis within specific aspects of Yosso's (2005) Community Cultural Wealth framework to demonstrate that, while the women's efforts were hampered by online learning technologies, they were able to harness aspirational and familial capital to keep their children engaged in schoolwork. The women felt deeply involved in their children's education, particularly in terms of following up on children's homework, monitoring their activities, and providing guidance.

This quantitative-correlational study aimed to examine the relationship between online game addiction and mental well-being of high school students from Angeles City, in the Philippines, during the COVID-19 pandemic. To obtain data from the respondents, the Internet Gaming Disorder Scale--Short-Form and Depression, Anxiety, and Stress Scale (DASS-21) were utilised. After obtaining data from purposively selected 162 high-school students, it was observed that there was a positive and significant relationship between online game addiction and mental well-being. The study highlighted that individuals who are highly dependent on online games are more likely to experience higher levels of depression, anxiety and stress. Based on the findings, implications for theory and practice, particularly in learning and development, are presented, along with recommendations for schools, teachers, students, and future research directions.

The COVID-19 pandemic exposed significant weaknesses in education systems globally, with many African countries, including Nigeria, struggling to respond swiftly to its impact. In Nigeria, the challenge was compounded by ongoing insurgency and insecurity, leading to extended school closures. To mitigate these disruptions, educational institutions adopted emergency remote teaching and learning methods, indirectly highlighting the potential of open, distance, and eLearning (ODeL). However, these initiatives often lacked proper ODeL design and pedagogical components. In response to these issues, a National Research Fund project, sponsored by the Tertiary Education Trust Fund (TETFund) titled "Setting an Agenda for Research into Open, Distance, and eLearning in the Global South: Nigeria as a Case Study" was initiated. The project aimed to identify gaps, high-priority areas, and research trends in ODeL to inform policy and guide practices amidst numerous challenges. This study aimed to investigate priority areas within ODeL that deserve more research attention and to offer insights into how this research could contribute to more resilient educational systems and promote innovative practices. The study employed a mixed-method approach, starting with an online survey of randomly selected 382 ODeL practitioners from Nigerian higher education institutions, followed by in-depth interviews with 26 purposefully selected ODeL experts. The findings revealed a consensus on key research areas, including learner support, technology, and instructional delivery. The study identified emerging research priorities specific to the African context. Addressing these key areas could significantly contribute to developing resilient education systems and promoting innovative educational practices in Nigeria and beyond.

This study explores the significance of the online teaching ability of higher education teachers, and how teachers perceived their level of competence in teaching online in north-east (NE) India. The Faculty Readiness to Teach Online (FRTO) instrument developed by Martin et al. (2019) was adapted to conduct a study from 130 teachers in higher education institutions across NE India. The ability to teach online was categorised into four categories, i.e., course design, course communication, time management, and technical competence. Structural Equation Modelling (SEM) was carried out to do direct and indirect path analysis of the proposed conceptual model. Multiple regression analysis was used in analysing the demographic profiles of the teachers and their perceptions of the importance of online teaching competencies. The findings indicate that the perceived readiness to teach online was not significantly influenced by course design, course communication, time management and technical competencies. Furthermore, regression analysis showed that both age and gender negatively impacted perceptions towards readiness to teach online, with older and female teachers having lower perception scores.

The purposes of research were to comparison of digital technology used for the instructional management during the COVID-19 pandemic during the New Normal period and the endemic COVID-19 during Next Normal period adopted by pre-service teachers; and to develop the landscape of digital technology used for instructional management during the New Normal and the Next Normal periods adopted by pre-service teachers. The participants included 400 pre-service teachers. The research tool was an online questionnaire. The data were analyzed by mean and standard deviation. The results showed the comparison of digital technology for the instructional management in the New Normal and the Next Normal as follows. Regarding the New Normal, the finding were: (a) some websites and applications such as Google Meet, Line, YouTube, and Facebook Messenger were used to communication with students; (b) some websites and applications, namely Google classroom, MS Teams, Moodle, and Thaimooc were used to send and receive student's works; (c) some learning management systems, namely Google classroom, MS Teams, Moodle, and Thaimooc were used; (d) some digital media libraries such as YouTube, Trueplookpanya, DLTV, Satellite Distance Education Foundation, SciMath Knowledge Library, and IPST were used; (e) some online measurement and evaluation tools such as Google Forms, Kahoot, Quizizz, and Microsoft Forms were used and (f) some teaching guidelines and tools, like Video assignment, General Activities, and Attendance be used later. Regarding the Next Normal, the finding were: (a) some websites and applications were used to communicate with students, including Line, Facebook, Messenger, Youtube and Google classroom; (b) some websites and applications like Line, Facebook Messenger, YouTube, and Google classroom were used to send and receive student's assignments; (c) some learning management systems like Google classroom, MS Teams, Moodle, Edmodo, and Thaimooc were also used; (d) some digital media libraries like Google classroom, YouTube, Trueplookpanya, OBEC Content Center -- NEDA, and DLTV (Satellite Distance Education Foundation) were also helpful; (e) some online measurement and evaluation tools like Google Forms, Kahoot, Quizizz, and Microsoft Forms were also used; and (f) some teaching guidelines and tools like Assignment, Announcements and Update, Student Support, and Grade Book will also be used later. The digital technology landscape consists of 6 parts: (1) the websites and applications used for communication with students; (2) the websites and applications provides for students to submit their assignments; (3) the learning management systems; (4) the digital media libraries; (5) the online measurement and evaluation tools; and (6) the teaching guidelines and tools to be used later.

COVID-19 significantly contributed to increasing use of online assessment in education, including physical education. Teachers still need online assessments in face-to-face learning because they help them improve a practical, objective, and credible assessment process for students' learning performance. This research aimed at tracking the publication trends of OA in PE in four years, 2019-2023, from the Scopus database. The investigation began on October 11, 2023, using the title, abstract, and keywords of "online AND assessment AND in AND physical AND education," and the researchers succeeded in collecting 985 documents (articles = 82.74%, conference papers = 8.83%, reviews = 6.19%, book chapters = 1.32%, and conference reviews = 0.91%). The publication trend metrics were highest in 2021 with 277 articles (28.12%) and began to decline by 0.10% in 2022 (to 28.02%) and 9.04% in 2023 (to 18.98). Over the four years 2019-2023, there were 2,698 citations from 277 documents (average citations per document = 9.74). VOSviewer analysis proves that the title words "online assessment" and "physical education" have a small item load, so the visualisation was not visible in the VOS viewer output. Apart from that, the two title words also did not have a connection. This means that this study proved the results of online assessment investigation in physical education still has potential for future research. Future research can explore and project the various needs for developing OA in PE to help teachers organise effective, efficient and credible assessment activities.

This study applies the hermeneutical phenomenological approach, guided by Critical Race Theory, to explicate a nuanced understanding of the way Chinese international students' racial identity shapes the challenges that they faced during the pandemic and their experience of academic institutions' support during this time. The current study highlights the pervasive anti-Asian racism that directly and indirectly contributed to Chinese international students' negative experiences studying in Canada during the pandemic. The findings also highlight the lack of support from academic institutions, despite the rising anti-Asian racism faced by this group of students. Furthermore, this study calls attention to the consideration of race in developing support programs for racialized international students. Recommendations for universities to better support international students (Chinese or otherwise) are developed.

The COVID-19 pandemic significantly affected all sectors, including education--schools were affected by widespread lockdowns, which necessitated the adoption of online learning platforms. Using a mixed-methods research methodology incorporating questionnaires and interviews, researchers in the current study examined the impact of e-learning on high school students' English language learning, particularly their spoken skills, in Kuwait. The researchers studied a sample of 60 participants for the quantitative analysis and 18 students for the qualitative analysis. All were high school students in Kuwait enrolled in English classes. The study's results revealed significant challenges associated with e-learning, including low acceptance rates among students. Most students disagreed that online learning is a perfect learning tool, suggesting that e-learning fails to promote critical thinking skills and facilitate learning. E-learning also affects learners' capabilities to express their feelings and ideas. The interviews showed that e-learning failed to improve the students' English language mastery. Some of the challenges we noted include technical hitches and the inability to deploy teaching strategies used successfully in physical classes. Overall, the results indicate that students disliked online learning in Kuwait. In conclusion, e-learning is a significant opportunity for students to improve their learning, but it must be effectively used to encourage students' uptake. It is necessary to assess schools' preparedness to implement it as well as to design complementary programs and strategies to ensure students gain mastery of the English language.

Although interest in blended learning for students has grown within elementary and secondary school contexts, limited research exists on the implementation of blended professional development (PD) for teachers. The current mixed-method action research study examined teacher participation in blended learning PD in a large California district, offered in response to the challenges during the COVID-19 pandemic. Using a survey and interviews, the authors examined teacher self-efficacy and the reported influence of the PD on their practice. Findings suggest that the blended PD provided participants with the perceived self-efficacy needed to implement new instructional practices. In addition, collaboration among teachers was essential, teachers were able to learn through different pathways and at different rates, and ongoing support from a qualified PD instructor was necessary. This study sheds light on the implementation of blended PD for K-12 teachers, shares insights on practical considerations for planning and application, and suggests areas for future research.

In response to the COVID-19 pandemic, a California public university launched the Pandemic Histories Archive Project (PHAP) in collaboration with the library. This online service-learning opportunity empowered undergraduates to describe and reflect on their pandemic experiences and represent their communities by contributing to the library's digital archive. From 2020-2021, nearly 300 undergraduate students completed PHAP's asynchronous online training modules and documented the COVID-19 pandemic and social justice issues by producing materials such as field notes, interviews, photographs, and reflections. According to open-ended surveys, students responded favorably to this novel project, valuing the creative freedom, knowledge, and skills gained through community archiving. This case study summarizes the literature on online and service-learning, presents the pros and cons of each, and offers recommendations for creating a student-centered learning environment. PHAP's teaching approaches, which emphasized student wellness and strengths, can be applied beyond the pandemic in future online, hybrid, and in-person courses.

Higher education plays a vital role in developing lifelong core competencies that empower graduates to thrive amidst technological and economic disruptions. This article proposes that higher cognitive skills, emotional intelligence, and digital literacy are key competencies that promote transferable skills applicable across diverse industries and markets. It provides recommendations for how the higher education community can strategically cultivate these timeless yet critical competencies while also leveraging innovations like artificial intelligence (AI). The University of Louisiana System's core competencies initiative demonstrates a framework outlining essential skills for lifelong success. As jobs rapidly evolve with advancing AI, adaptability becomes key, and core competencies ready graduates for new challenges by developing transportable human strengths. By upholding core competencies while innovating, higher education can fulfill its vital purpose of empowering students to define their own success despite disruption.

The mental health of students in higher education is an increasing concern. Research indicates that university students are at a higher risk of poor mental health and wellbeing compared to the general population, which negatively impacts their studies. The main issue addressed in this study is the evident gap in mental health research dedicated to university students in sub-Saharan Africa (SSA). The purpose of this article is to review the literature on mental health of university students in SSA and to provide an overview of student mental health policy in educational institutions. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 recommendation was followed to objectively select and retain articles within the topic of interest for this systematic review. Findings indicate a significant gap in mental health research for university students in SSA. There is a need for higher education institutions to establish mental health empowerment policies and strategies. International examples, such as the University Mental Health Framework in Australia and the United Kingdom Universities Student Wellbeing Good Practice Guide, exist for benchmarking. Contribution: The higher education sector and policymakers can use the results to inform current policy decisions and identify priorities for future directions. It is crucial to translate international guidelines into the African context to address the specific mental health issues of students in the region.

Background: The coronavirus disease 2019 (COVID-19) pandemic exacerbated a global learning crisis with teaching and learning losses, impacting children's well-being and the management of their behaviours. Aim: The aim of this study was to explore how four Grade 3 educators managed the behaviours of learners in their classroom post-COVID-19. Setting: The research was conducted in a quintile 5, full-service urban primary school in Cape Town, South Africa, with an educator-pupil ratio of 1:36. The majority of the learners spoke English, with the minority speaking Afrikaans, isiXhosa and French. Methods: An interpretivist paradigm, qualitative approach and a case study were used as they allowed the researcher to gain an understanding about challenging behaviour management in Grade 3 post-COVID-19, by exploring multiple educators' subjective perceptions. Results: To answer the research question, 'What types of challenging behaviours are Grade 3 learners exhibiting post-COVID-19 and how are educators managing these challenging behaviours in Grade 3 learners post-COVID-19?'. Three themes emerged: (1) the types of behaviours learners exhibited, (2) their views on proactive and reactive management styles and (3) the challenges experienced by the educators while managing the learners' behaviours. Conclusion: The types of behaviours exhibited included: physical, verbal and academic behavioural challenges. Proactive strategies appeared to be the most preferred management strategy of choice with a higher success rate. External factors created difficulties for educators to maintain consistent standards of behaviour management. Contribution: This research study contributes to the knowledge and field of behaviour management and inclusive education within the Foundation Phase of South African schools post-COVID-19.

The purpose of this mixed methods study was to investigate students' perceptions of their personal and social responsibility skills during and following an eight-week physical activity (PA) afterschool program (ASP) focused on social-emotional learning (SEL) competencies. Specifically, student knowledge of SEL competencies and general PA attitudes were evaluated in a pre- and post-program design. Session specific focus groups after each session were also collected. Elementary students (N = 134; "Mage" = 9.87) from five elementary school programs participated in the study. Quantitative results showed that significant increases in students perceived personal and social responsibility skills increased. In addition, positive attitudes toward PA increased while negative attitudes decreased across the program. Qualitative findings revealed four general themes: (a) knowledge of skills preluded application; (b) self-consciousness of competencies increased; (c) COVID restrictions resulted in surface-level communication/relationships; and (d) peer relationships lacked depth. Student progress in their awareness and knowledge of SEL skills increased in the program. Additionally, evidence to slight decrease in survey responses is reflective of a phenomenon in that students have an inflated sense of SEL competencies at first, but following training they have a more honest and knowledgeable reflection of them. Awareness of SEL skills and abilities would found to happen before action in the authentic setting. It appears that frameworks like the Teaching Personal and Social Responsibility (TPSR) model can be effective in structure afterschool programs to improve awareness in short-term programming.

In this article, we draw on a narrative inquiry into the experiences of children, youth, and families waiting for mental health support during the COVID-19 pandemic in Western Canada. We foreground two youths' experiences (Gillian, who self-identifies as transgender, and Malek, who self-identifies as racialized) to highlight the complex barriers and supports each encountered while attempting to secure appropriate care as they navigated moments of crisis within their worlds of home, school, and communities. By inquiring into their mental health stories, we foreground the unique ways these youth enacted counterstories to disrupt hegemonic constructions of their identities, build agency, and support their wellbeing.

While it began with a variety of narrative representations of writing personal experiences, since Ellis (2004; Bochner & Ellis, 2016), evocative, performative, and creative nonfiction forms of storying have coalesced to form contemporary autoethnography. For over a decade, Canadian arts education researchers have blazed trails to employ those forms of autoethnography as "learning stories" (Carr, 2001; Carr & Lee, 2012) to study teaching and learning practices in a variety of school and community educational contexts. Learning stories enable educators to reveal teaching and learning experiences that cannot be represented by, or communicated through, other research forms. The present inquiry, which begins with the story of an early childhood educator, is rooted in the fusion of evocative autoethnography and learning stories with arts-based research, particularly a/r/tography.

The present investigation examines the impact of Mobile-Assisted Language Learning (MALL) on the enhancement of EFL learners' idiom learning through "WhatsApp" during the COVID-19 pandemic. Three complete classes with 60 intermediate female learners (20 per class) were selected and randomly assigned into two experimental and one control group in "WhatsApp." Data collection tools included Preliminary English Test (PET) and a researcher-designed idiom test used as pre-and post-tests. In the intervention, the first treatment group included contextualized MALL. In other words, the teachers provided the students with idiomatic expressions in context. The second treatment group included decontextualized MALL, idiomatic expressions merely with their meanings were presented to the students through "WhatsApp." In the control group, the researchers taught the idioms through translation. This procedure lasted for 20 sessions. The findings of a paired-samples t-test and one-way ANOVA indicated that the contextualized MALL group surpassed the rest in both immediate and delayed post-tests. The implications regarding the efficacy of MALL and online teaching in developing EFL learners' idiom learning, and retention are discussed.

The decline in English majors has energized instructors to upskill for the post-COVID Gen Z student. Toward that end, this small-scale (n=20), one-semester study of an upper-division literature class identifies the preferred learning styles of English majors at a public comprehensive regional university in Kentucky. The participants represent national English major demographics. The research methods are quantitative and qualitative. Eight figures and an appendix are included. Three guidelines emerge for responding to the needs of Gen Z students: (1) keep communication brief, (2) co-create, and (3) interact in-person. The findings about English major learning preferences uphold cross-disciplinary research on active learning in the post-COVID era by indicating ways our teaching styles can keep pace with the needs of our changing majors. In addition to the participants' experience in the investigator's course, the survey collects their experience of teaching styles in six core courses in the English major. One drawback of the study is the small participant sampling. Future studies might investigate the difference between students' preferred learning styles and instructors' actual teaching styles. Building the English major back better calls for putting accepted theory into reskilled practices.