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With the unprecedented shift to online or flexible learning modes, both teachers and students adapt to the new normal of education. A qualitative study aimed to draw out the voices of three beginning science teachers, the study utilized the narrative inquiry approach through in-depth interviews. It was found that beginning science teachers are faced with challenges: transitioning to the actual teaching practice and adjusting to the new normal in education. Beginning science teachers voiced out their challenges, including adapting to the culture of the new generation of students, access to a stable internet connection, problems with technology use, and teaching-learning process adjustments. Coping strategies include creative and responsive adjustments to teaching-learning, assessment of learning, learning mode, and internet connection problems and online platforms. Their stories serve as a springboard for interventions that guide and assist beginning teachers.

Higher education is immersed in unpredictable environments and is facing challenges during the Coronavirus Disease 2019 (COVID-19) pandemic. It needs to adapt to external changes constantly, especially to the level of development of science and technology as the most important component of education courses for future engineers are facing development difficulties within achieving their goals as the core of higher education. Curriculum serves as basis for realization of goals of higher education and curriculum for future engineers needs updating. The paper analyzes dilemma of updating of higher education curriculum for future engineers within its content and structure. During the learning process students participated in curriculum renewal and accelerated the upgrading of curriculum content and structure. Finishing the course, students conducted reflection, improved their understanding during the reflection process continuously that helped them to develop the habit of lifelong learning. The authors propose to expand teaching methods for the courses, to adapt engineering courses to the needs of economic development during the COVID-19 pandemic, to strengthen students' interaction and participation, to supply multiple participation in curriculum "customization" countermeasures to update higher education curriculum for future engineers.

In light of the devastating effects of COVID-19 on early childhood care and education (ECCE), with this study we aimed at illuminating the self-efficacy and well-being of ECCE teacher educators, from the perspective of 9 participants in 7 higher education institutions (HEIs) across 5 South African provinces. The study, conducted by 2 ECCE teacher educators, was informed by the feminist ethics of care, combined with Bandura's Social Cognitive Theory, to understand self-efficacy, and Seligman's PERMA (positive emotions, engagement, relationships, meaning and accomplishments) theory of well-being. Semi-structured, online interviews using Microsoft Teams was used to produce the data. The findings reveal aspects that compromised self-efficacy and well-being, as well as aspects that energised them. All the participants reported that their institutions were under-prepared for the pandemic. They recognised that they lacked work-life balance and were at risk of burnout. Despite this, their resilience enabled them to develop a deeper interest and stronger commitment to their work, largely because of the support they had received from their colleagues. From the findings of the study we recognise that strong self-efficacy sustained teacher educators' professional practice despite the pandemic affecting their well-being in a negative way. In the context of building forward better and differently, this study points to the importance of developing responsive well-being programmes for staff in higher education institutions and communities of practice that are responsive to the needs of female teacher educators.

The teaching of English First Additional Language (EFAL) in South Africa is gradually changing from the traditional style because of the devastating effects of the COVID-19 pandemic. Efforts are being made to stimulate learners' interest in learning which include using information communication technology (ICT) in the form of e-learning to enhance understanding. The outbreak of the coronavirus disease (COVID-19) was a major challenge as it compelled teachers to engage in online teaching -- even those who were never trained in the use of technology. A qualitative research method in the form of semi-structured interviews was used to collect data from 15 EFAL teachers who were purposefully selected on the basis that they used e-learning to supplement their face-to-face teaching. I found that the integration of e-learning to the traditional physical contact style was essential in improving the teaching of EFAL. The majority of participants, however, highlighted that they still encountered challenges related to heavy workload and efforts to complete items listed in the work programme. Inadequate training of teachers on e-learning, a lack of resources and poor connectivity also acted as barriers to the full implementation of blended learning, which considerably improves learners' performance.

Using student self-reports on a survey and objective records of academic achievement, I examined the effects of course modality on student satisfaction and academic outcomes at a selective liberal arts college in spring 2021. I compared three groups of undergraduates (N = 729) based on their predominant course modality: Online-Class Group, Residential Blended Learning Group, and Residential In-Person-Class Group. After controlling for gender, race/ethnicity, class level, and socioeconomic status, course modality demonstrated significant main effects on all three satisfaction variables and sense of connection a student felt to the institution. The Online-Class Group reported the lowest satisfaction with level of academic challenge, quality of teaching, and overall quality of academic experiences; it also reported the weakest sense of connection. The Residential Blended Learning Group differed from the Residential In-Person-Class Group on one variable: satisfaction with quality of teaching, on which the former reported lower satisfaction. Course modality did not affect a student's grade point average; although it interacted with gender in its effect on the number of course units a student passed, no subgroup difference by course modality and gender was significant. This study indicates that online classes and blended learning, especially the latter, have potential at liberal arts colleges. [Note: Last page of the PDF is blank, as provided by the publisher.]

This study examines how inequality manifested during the emergency remote COVID-19 transition in higher education. We use 35 in-depth interviews with college students, conducted virtually, in real-time, during spring 2020 lockdowns, to examine how the transition impacted their lives. Students in the sample from lower-income backgrounds reported significant basic needs insecurity, financial instability, and academic struggles. Latino and Black students in the sample, in particular, reported financial instability, mental health crises, and academic struggles. Meanwhile, affluent white students and affluent Asian students in the study tended to face only minor setbacks or even flourish during this time. University and government policies exacerbated the negative experiences of marginalized students, often due to faulty assumptions that all college students have families who provide for their needs. While the particulars of this crisis were unusual, and this study took place at one institution of higher education, these findings suggest that higher education administrators must consider the implications of policies on the most disadvantaged students.

The article deals with the results of mathematics examinations at the University of Finance and Administration in Prague before, during, and immediately after the COVID-19 pandemic-related restrictions. The first objective is to evaluate whether the non-standard forms of testing (correspondence and online), used on an emergency basis during the pandemic, were adequate compared to the standard form (face-to-face) applied before the pandemic. The second objective is to assess whether and to what extent the results of the examinations have changed after the return of teaching and testing methods to normal. It turns out that the use of non-standard forms, although more challenging for teachers to control, did not lead to better results -- the results in the correspondence form were similar to the standard form and even worse in the online form. The results of examinations administered in the standard form after the return to normal teaching were significantly better than in any of the periods studied, including the standard form of examination before the pandemic. Possible reasons for the results are analysed in the paper.

The numerous stressors and strains of the COVID-19 pandemic contributed to growing numbers of college students experiencing disabilities and needing support. This practice brief explores the challenges faced by disability resource professionals (DRPs) during the pandemic in reaching and supporting students potentially needing accommodations, but who had not formally disclosed a disability with the disability resource office (DRO). Findings highlight the challenges and areas for improvement to better engage students considered within the "pre-disclosure" status--students potentially needing accommodations and disability-based support who have yet to formally disclose to their institution's DRO. Study participants echoed previous findings that there are more students experiencing a disability who have yet to disclose.

During times of crisis, such as the COVID-19 pandemic, the evaluation of educational programs becomes crucial for making evidence-based decisions. This study aims to validate and pilot an assessment instrument tailored to evaluate an innovative national reading program in Chile, particularly during the critical phase of post-pandemic educational recovery. The focus of this study is to encompass three key areas: a. assessing reading proficiency in first-grade students, b. examining the utilization of technology and reading materials in early childhood education, and c. gauging the comprehension and utilization of program information by all stakeholders involved. The research design is grounded in a research and development (R&D) approach employing a mixed-method model. We engaged 11 experts in the field to assess the questionnaire's validity using the Delphi method, administered to a representative sample. Subsequently, through confirmatory factor analysis, we established the construct validity of the questionnaires, revealing goodness-offit indices such as comparative fit index (CFI) scores ranging from 0.90 to 0.92, a root means square error of approximation (RMSEA) of 0.08, and Tucker-Lewis's index (TLI) values between 0.88 and 0.90. Reliability analysis yielded robust outcomes, with Cronbach's alpha coefficients ranging between 0.89 and 0.93 for the questionnaire and McDonald's omega coefficients ranging between 0.92 and 0.93. Our study confirms the validity of the questionnaires, positioning them as dependable tools for evaluating the national reading literacy development program in Chile. These validated instruments hold the potential to facilitate further research endeavors and inform the formulation of effective public reading policies in Chile and beyond, across diverse educational landscapes.

This article contributes a novel perspective on the common vulnerabilities of the Indigenous and international student experiences at higher education institutions in Australia. Through a review of 88 publications in the leading journals we show that the majority of these articles focus on international students rather than Indigenous students. This literature treats Indigenous and international students as separate categories, although they share the campus and common vulnerabilities that have intensified in the post-COVID and post-AI university. While the vulnerabilities of each group in isolation may be considered minor, that serious challenges effect more than one group of students underscores the urgent changes required in the higher education system. We argue that understanding the commonalities of Indigenous and international student experiences could help universities develop more effective support strategies and programs. This research provides valuable insights about the assumptions of Western higher education that must be communicated to students to minimize the culture shock as they navigate the higher education space.

In this study, the interrelations between locus of control, perceived social support, career decision self-efficacy, and career outcome expectations among international students in the United States during the COVID-19 pandemic was investigated through the lens of Social Cognitive Career Theory (SCCT). Based on structural equation modeling, data from 194 international students at a large Midwestern research institution in the United States revealed that career decision self-efficacy plays a significant mediating role in the relationships between age, locus of control, and career outcome expectations. These results provide valuable insights into the career development process of international students during a global pandemic. The implications of these findings and directions for future research are thoroughly discussed.

The COVID-19 pandemic posed additional challenges for international students in Australia, affecting their academic, social, and personal well-being. In this article, we examine how international students in North Queensland (NQ) responded to these challenges and their resilience coping mechanisms. Using a mixed methods approach, we collected and analysed data from students who reported significant social, cultural, financial, and mental health challenges. Our findings showed that international students utilise different resilience strategies to adapt, cope and survive during times of crisis. In light of the challenges and opportunities that international students face in their academic journey, we argue that higher education institutions have a responsibility to develop and implement effective strategies to foster the resilience of this diverse group of learners. Such a commitment can also contribute to the internationalisation of higher education and international students' retention, which are important goals for many higher education institutions in the globalised world.

Online learning self-efficacy is associated with significant psychological outcomes among college students. Nevertheless, research investigating self-efficacy among college students during COVID-16 pandemic is limited. The aim of the present study was to investigate the role of self-efficacy beliefs regarding online learning in predicting subjective wellbeing of college students. One hundred sixty-five college students were recruited for the study. Participants completed the Online Learning Self-Efficacy Scale (OLSES), the Subjective Well-Being Scale (SWBS), and a socio-demographic information form, which included items related to COVID-19 anxiety and the perceived impact of COVID-19 on daily life. Regression analyses showed that overall self-efficacy predicted subjective well-being scores. However, only the time management subdimension of self-efficacy significantly predicted subjective well-being. Our findings suggest that high levels of self-efficacy, particularly in time management, are associated with elevated levels of subjective well-being among college students. Interventions targeting self-efficacy in online learning environments may benefit college students with lower levels of subjective well-being during the COVID-19 pandemic.

International student mobility is a complex phenomenon influenced by numerous factors. This study examines the prospect of China as a destination country for international students in the post-COVID-19 era. With qualitative data from 30 frontline international educators (support staff in international student recruitment and services) from 30 Chinese universities, this study has determined a set of "pull" factors that serve to attract international students to study in China and a set of "repel" factors that discourage students from going. On the basis of both the "pull" and "repel" factors identified, the participants anticipate important challenges for China's international enrollment in the short term, but stay optimistic about the long-term prospect. The "pull and repel" factors analysis is found to be a useful approach to examining the attractiveness of a host country to international students in a focused manner.

This quantitative study identified challenges undergraduates faced in Botswana and predicted their readiness for online learning during COVID-19. A descriptive and correlational survey research design was adopted using the Technology Acceptance Model (TAM). A questionnaire was constructed for data collection from a randomly sampled 75 agriculture undergraduates (n=75) at the Botswana University of Agriculture and Natural Resources. A one-sample t-test demonstrated that undergraduates needed to prepare for online learning. They faced several significant challenges including slow personal laptops and devices, lack of interaction between students and teachers, lack of social interaction within a class, lack of immediate feedback and interruptions in lessons, disturbances during lessons, limited broadband data and frequent technology failures. A one-way ANOVA and independent t-test revealed no age, gender and study year differences among undergraduates for the readiness and challenges. Regression analysis determined lack of interaction in class, lack of suitable infrastructure and insufficient training to use the system are the challenges that predicted undergraduates' readiness for online learning. The preparation of undergraduates for online learning can be enhanced by improving the interaction during online lessons, developing the infrastructure required for online teaching and learning and offering training on the use of online teaching and learning systems.

E-learning has taken the lead over face-to-face instruction in higher education as a response to the COVID-19 pandemic. This shift forced faculty members to adapt to new roles and responsibilities to design and apply online instruction and assessments that require specific skills. This research aims to examine faculty experiences with online assessments during the COVID-19 pandemic at Imam Abdulrahman bin Faisal University (IAU). We used the quantitative study method to analyze faculty experience with online assessment practices during the pandemic using a structured questionnaire composed of 24 items to assess five main areas: faculty awareness, faculty satisfaction, challenges, best practices and suggestions for improvement. This study included one hundred and fifty-five faculty members between September and December 2020. The data obtained were analyzed using descriptive statistics including means, standard deviations, frequencies and percentages. Findings demonstrated high faculty awareness and satisfaction with IAU online assessment practices. However, they expressed they were challenged by their need to receive more faculty development programs on using online assessment and accurately assessing learning outcomes. Moreover, participants pointed out several best practices such as investing in learning management system tools for assessment and student feedback provision. Finally, the primary recommendation for enhancing online assessments was to provide faculty access to professional development training programmes. This study provides a reference for future research on studentcentered online learning and assessment practices, accreditation of online assessment practices and strategies for assessing and compensating for learning loss during the pandemic.

In this phenomenological study, we explored what and how 15 counselor trainees experienced online learning, particularly during the COVID-19 pandemic. We identified three emerging themes that illuminated the essence of their online learning experiences: (a) multifaceted factors contribute to counselor trainees' satisfaction with online learning; (b) counselor trainees constantly compare online learning to in-person learning; and (c) counselor trainees' online learning is interfaced with COVID-19. We also provided implications for counselor educators and supervisors in the light of our findings. Finally, we highlighted the limitations of our study as well as the directions for future research.

The COVID-19 pandemic process brought along compulsory changes in the field of education in our country as in the whole world. Traditional face-to-face education was replaced by virtual classroom implementations. Effective management of these implementations has therefore gained particular importance. This study was conducted to determine virtual classroom management competency levels of classroom teachers. The study was designed around descriptive survey model that aims to reveal the current situation. The population of the study was classroom teachers working in Pamukkale and Merkezefendi districts of Denizli province in the 2021-2022 academic year. The sample of the study was comprised of 326 classroom teachers determined with random sampling method. The data of the study were collected through the scale of "Teachers' Virtual Classroom Management Competencies" developed by Can & Gündüz (2021a). The scale is 5-point Likert-type scale and consists of 24 items. The sub-dimensions of the scale are "relationships with students", "virtual classroom activities" and "virtual classroom management." In the analysis of the data obtained in the study, descriptive statistical analysis methods were employed. As a result of the preliminary analyses, non-parametric statistical tests including. "Mann Whitney U" test and "Kruskal Wallis-H" test were determined to be used. According to the results of the study, the teachers viewed themselves at a good competency level in all sub-dimensions of virtual classroom management. It was found that the classroom teachers with prior virtual classroom experience exhibited significantly higher total arithmetic means in the sub-dimensions and in the overall scale compared to those without virtual classroom experience. The highest mean regarding the classroom teachers' virtual classroom management competency levels and the sub-dimensions was observed in the sub-dimension of "Virtual Classroom Activities" and at "agree" level. This indicates that the teachers possess the highest level of competency in virtual classroom activities. Looking at the results, it is determined that the teachers' virtual classroom management competencies are generally at a high level.

Background: This study explores the experiences of early childhood education (ECE) leaders during the coronavirus disease 2019 (COVID-19) pandemic, drawing insights from case studies in Finland and South Africa. Theoretical frameworks of contextual and pedagogical leadership inform the understanding of ECE leadership. Aim: The aim is to analyse and compare the experiences of ECE leaders in two diverse contexts, Finland and South Africa, during the pandemic. Setting: The study involves two case studies conducted in Finland and South Africa, focussing on the experiences of ECE leaders amid the COVID-19 pandemic. Methods: Discursive analysis of interviews was conducted to uncover the experiences of ECE leaders. The study compared the discourses from Finland and South Africa. Results: In Finland, the discourses revealed the persistence of pedagogical leadership's importance, challenges to distributed pedagogical leadership and deepening difficulties in maintaining leadership quality. In South Africa, discourses included reconfigured pedagogical leadership, acceptance of new experiences driven by fear of uncertainty and changes in leadership practices and teachers' roles. Despite national diversity, both cases emphasised the resilience of pedagogical aims. Conclusion: The study underscores the significance of pedagogical leadership in ECE, even in times of crisis. The contextual leadership model offers valuable insights into ECE leadership across diverse contexts, highlighting the need for adaptive leadership strategies. Contribution: This research contributes to understanding ECE leadership dynamics during the pandemic, providing insights into the challenges faced by leaders and the resilience of pedagogical goals across different national contexts. It also emphasises the importance of contextual leadership models in developing effective leadership practices in ECE.

This study investigates the integration of global citizenship education (GCED) within the Christian worldview, focusing on youth education in the post-pandemic era. It underscores the necessity of GCED in addressing pandemic-exacerbated challenges and aligns its objectives with Christian values through scriptural exploration. Core competencies like empathy, ethical reasoning, and global awareness are examined from a Christian perspective, alongside practical applications in educational settings the post-pandemic. The study concludes with reflections on the potential impact and challenges of incorporating Christian perspectives into GCED, advocating for inclusive and diverse educational approaches in a post-pandemic world.

In the face of the challenges posed by the COVID-19 pandemic, the hybrid teaching model has garnered significant attention for its combination of the depth of traditional education with the convenience of distance learning. Focusing on the domain of computer programming language instruction, this study innovatively designs a hybrid teaching strategy aimed at fully exploiting the flexibility of its teaching design and the variety of pedagogical approaches. The strategy integrates face-to-face teaching with online autonomous learning, incorporating project-based teaching methodologies and immediate feedback mechanisms to facilitate active student engagement and deep learning. Through a year-long practice in a C++ programming course, encompassing 68 students, the study empirically validates the effectiveness of the hybrid teaching approach. It not only demonstrates remarkable educational outcomes, enhancing the quality of programming instruction and student satisfaction with their learning experience, but also employs Bayesian analysis to delve into the relationship between learning trajectories and students' sense of self-efficacy. By focusing on key indicators during the learning process, such as the timeliness and quality of online learning, laboratory work, and project assignments, the study then utilizes Bayesian models to directly assess the impact of these learning behavior metrics on students' perceived self-efficacy. The findings reveal that students with outstanding academic achievements exhibit higher levels of self-efficacy, confirming that academic performance can reasonably reflect teaching effectiveness and provide a quantifiable basis for assessing individual learning progress. Consequently, this research not only contributes a novel strategy to computer programming education practice but also offers a valuable reference for the application of hybrid teaching models in other disciplines. Furthermore, it promotes in-depth contemplation on post-pandemic innovations in teaching modes and issues of educational equity, laying a solid foundation for constructing a more adaptive and inclusive future education system.

Education is both an institutional process and a set of conscious actions. Since its institutionalization, education has been viewed not only as an act of acquiring knowledge, but also as a socialization process. The traditional understanding of education, which views socialization as the its main purpose in addition to acquiring knowledge and shapes education policies accordingly, has emerged as a multi-dimensional sphere of discussion within "distance education", which has become almost mandatory today with COVID-19. This study aims to examine the problem areas of distance education experienced with COVID-19 by using an interdisciplinary approach in a psychological, sociological, and socio-psychological framework. To examine the subject in-depth and make analytical generalisations, the research reflects the opinions of the main actors, students, and faculty members, as well as the researchers' observations, in addition to the experts on the subject. The data analysis was conducted through the subjective evaluation of the researchers' own experiences and the content analysis of teacher and student opinions. The results reflect that education is not only an activity of acquiring knowledge but also a socialization process, the educational bureaucracy and environment make a significant contribution to the socialization of students, and that distance education can only be used as a supportive model. Education isolated from real life that does not contribute to the socialization processes of students may bring important psychological and social problems.

In recent years, pedagogical design and practice have undergone a forced transformation that has brought many innovative methods and tools to the implementation process. The transition to online education has demanded new infrastructural solutions that have temporarily replaced traditional classroom practices. Most teachers seem to have adapted well to these new challenges. Learning support platforms and online teaching elements had to be harnessed by teachers who, in many cases, acquired this knowledge on their own, in awareness of their importance. Our study examines the need for digital learning support elements in primary schools of the German national minority in Hungary. Our research tools comprised an online questionnaire survey conducted in 2022. The goal of our study was to identify the problems that teachers faced in the transition to online teaching during the period of distance learning introduced due to the COVID pandemic in 2020 and since; the forms of support teachers received nationwide; and the measure of success in their work as language teachers. We also looked at the factors that influenced the digital elements being used. Finally, we examined whether teachers are still willing to use online learning support tools when returning to face-to-face teaching.

It will be very useful for the E-Learning departments, dean's offices, and academic monitoring of the higher education institutions (HEI) of El Salvador to know the perception that students have regarding the academic support of the virtual learning environments (VLE) implemented or strengthened as a response to the events generated by the COVID-19 pandemic. Although this event is in the health area, it has had an impact on other areas, including education, leading HEIs to advance in the virtualization of content for the care of their students. This research allowed us to know the perception of students regarding virtual environments as facilitators of learning and guarantors of favorable social environments in the development of content. Opportunely, the topic is relevant during the social distancing due to the pandemic and, undoubtedly, provides new data to support other studies. In this descriptive study, with a quantitative approach, with a non-probabilistic sample, 279 students from several HEIs from El Salvador participated, to which an online survey was given to know their perception of VLE as learning facilitators. As a main result, it was obtained that such perception depends on your previous experience in VLE.

The aim of the study is first to discover if quiet quitting (QQ) act exists among teachers at schools, and then, if there are teachers who are a part of this movement, to disclose the indications of QQ act and the reasons that push them to quiet quit. The study was designed in accordance with the qualitative phenomenology pattern and carried out with 13 teachers selected by the snowball sampling method, which is one of the purposive sampling methods. Semi-structured face-to-face interviews were conducted to collect data and the data was analyzed by content analysis technique. In the light of the analysis, "indications of QQ among teachers" and "reasons for QQ among teachers" themes emerged. The result of the study reveals that teachers are part of the QQ act. Teachers' ending their psychological contract, organizational commitment and belonging are internal indications, while holding back on duties that are outside the job description, not taking on new duties, and not taking responsibility for duties requiring them to spend overtime or outside working hours are external symptoms. As for the reasons, teachers quiet quit because the meaning they attach to their profession is deteriorated and their efforts are rendered worthless because of the financial challenges they experience. Also, due to the precarization they experience stemming from the paid teaching practice and the loss of prestige in the society, teachers quiet quit. Pandemic is among the other reasons that lead teachers to quiet quit. Furthermore, work-life imbalance pushes teachers to question their profession and they regard QQ as a way out of that imbalance. Lastly, low motivation and commitment are regarded as the reasons for QQ among teachers. Accordingly, it is recommended to make the precarization process of the teaching profession visible, to abolish the practice of paid teaching, to regulate teacher salaries below the poverty line, to revise excessive workload causing work-life imbalance, to limit the expectation of being available outside of work hours, and to eliminate the elements that undermine teachers' organizational motivation and commitment.

This study investigated the concerns and perceptions associated with COVID-19 and its variants among faculty, students, staff, and administrators at an R2 research university. Participants: n = 189 participants from the university community. A Qualtrics™ survey was used to draw responses from the university community. The results of this study revealed that (1) Approximately 2/3 of survey respondents are concerned about the appearance of Delta and Omicron COVID-19 variants; (2) 53.7% of respondents were inclined to get vaccinated after the new COVID-19 variants surfaced; (3) 22.2% of respondents tested positive for COVID-19 after becoming fully vaccinated; (4) 70.4% of respondents said they would get the booster shot for COVID-19; (5) 77.2% of respondents felt that there would be a new COVID variant identified this year beyond Delta and Omicron; and (6) Less than 20% of survey respondents feel safe on campus during the prevailing COVID-19 pandemic. There remains a general feeling of vulnerability while on campus two years into the COVID-19 pandemic.

Multiculturalism is increasingly present in schools, especially in Melilla (Spain), where cultural diversity is one of its defining features due to its geographical location on the border between Africa and Europe. In the light of the importance of educational leaders in dealing with this diversity, this research proposes two main objectives. First, to analyze initial and ongoing training in terms of interculturality, skills, and knowledge that an educational leader must have in their position, and second, to determine the impact of COVID-19 on school management in education centers. We used a qualitative methodology with semi-structured face-to-face interviews to collect data, and content analysis as a data analysis method. The participants (school leaders) represent the six districts that comprise the city of Melilla, nine infant and primary education and six secondary education school leaders. The results reveal that the training received by educational leaders is rather limited and not very useful in practice. Moreover, the COVID-19 pandemic has increased the inequality gap between families from the schools, given that the situation exacerbated their economic status.

The landscape of education has experienced significant changes as a result of the global COVID-19 pandemic. Central to the recent developments is the increasing concerns related to the levels of student satisfaction and performance in Mathematics within the context of online learning. This study seeks to fill the gaps in existing research literature on how mathematics is taught online during the pandemic. In particular, the goal of this research was to investigate the relationship between students' perceived satisfaction and reported academic performance in a Mathematics online class and suggest important satisfaction factors to improve student online learning experiences. The study was a descriptive research design utilizing mixed methods, and the data were collected from a volunteer sample of n = 153 respondents, composed of senior high school students from three private schools, through an adapted online survey instrument. Results showed that the association between satisfaction and performance was significant and positively correlated. Furthermore, there was a low but positive significant correlation between satisfaction with their performance. Regardless of their performance levels, students were generally satisfied with online learning. Students, however, pointed out three (3) additional factors that affect their satisfaction -- flexible and considerate task management, effective communication and subject mastery in teaching; and accessibility and clarity of educational resources. To improve online learning, these additional factors are essential to have a high level of satisfaction and performance in online learning.

Flipped learning has become the focus in many educational contexts especially with the integration of technological tools in learning space for the last decade. In flipped learning, learners perform surface learning at home, whereas deep learning such as problem-solving, critical thinking exercises etc. is covered in the classroom which potentially increases motivation and satisfaction of learners. Cognitive load, the assumed load of the working memory caused by the processing of tasks, has also attracted attention in online learning settings which pose different processing demands. This study took place in the extraordinary settings of education during the COVID-19 pandemic which required online education for all education levels. A fourth-year course of an ELT program was delivered through a flipped learning approach during online education. Learners' motivation, use of learning strategies, satisfaction and cognitive load levels were calculated at the end of the intervention and their perceptions regarding the experience were investigated through an open-ended questionnaire. The results showed that their motivation and satisfaction levels were quite high as well as their strategy uses whereas cognitive load levels were comparatively low. Inferential statistics showed that relationships exist between and among the motivation, learning strategies and cognitive load at various levels. Motivation emerged to be a significant predictor of course satisfaction whereas time spent for the flipped lectures predicted course achievement. Learners' perceptions of flipped learning process were generally positive while they also articulated some drawbacks of it like instructional tools-related and individual learner-related problems.

The COVID-19 pandemic severely disrupted schooling, not only in South Africa, but globally. In the study reported on here we investigated the perceived psychosocial effects of the pandemic on the teaching realities of Foundation Phase (FP) educators in rural quintiles 1 to 3 schools in the North West province, South Africa. A qualitative, case study design was adopted with 10 educators purposively selected from 3 schools to participate through telephonic interviews. The findings reveal that as educators contended with the new rotational method of school attendance, challenges of limited teaching time, curriculum coverage, learner absenteeism and the lack of parental support that negatively affected their overall state of psychosocial well-being. This state of well-being was characterised by high stress levels, feelings of hopelessness, anxiety and a lack of accomplishment for educators. Despite these experiences, some educators demonstrated agency and resilience in ensuring that they carried out their core responsibility of teaching, but perceived themselves as requiring psychosocial support. The conclusion reached is that the available support structures provided by the Department of Basic Education appeared to be under-utilised and there was a critical need to introduce and advocate for mental health interventions to support educators emotionally.

Due to the tremendous attack of the COVID-19 pandemic worldwide, educational institutions struggled noticeably to cope with its associated predicament. In the initial stage of the pandemic attack, knowledge about Coronavirus and its socio-economic effects was scarce, and school leaders lacked adequate training on crisis management during a pandemic. Thus, the pandemic posed a dilemma and an ultimate test for educational leaders worldwide. This study aimed to explore the challenges secondary school leaders in Bangladesh encountered during the COVID-19 pandemic, and their leadership strategies to cope with the crisis. The 'measurement model of crisis leadership' was applied as the conceptual framework. Using a qualitative approach and thematic analysis framework for data analysis, the study revealed leaders' considerable academic, financial, and socio-emotional challenges. The leaders were found to apply certain crisis leadership attributes consistent with the 'measurement model of crisis leadership'. However, the study identified the absence of inclusiveness' in the framework, thereby proposing the inclusion of 'equity and social justice' in the existing framework since leaders' ability to ensure equal access to all students appeared essential during the crisis. Finally, this study brings the recommendations for policy-level reformation in school leadership training on crisis management in Bangladesh to develop leaders' competence for managing risk effectively and maximizing risk-reduction actions required during critical times.

This study investigated the effect of social distancing on academic and social learning of primary school students during pandemic in Pakistan. For this research study, a mixed-methods convergent parallel research design was employed. Through a questionnaire, quantitative responses were collected from 120 parents whereas for qualitative responses, face-to-face interviews were conducted with twenty parents. Descriptive and inferential statistics were applied to analyze the quantitative data, whereas thematic analysis was used for analyzing qualitative data. According to the study results, parents perceived that social distancing affected the academic and social learning of their children during the pandemic in the shifted phase from offline to online mode, although there were variations with respect to the demographics selected for this study. Based on the parents' interviews, the majority agreed that social distancing had a negative effect on children's academic and social learning, in addition to tempering their communication skills and disrupting the psychological health, which consequently generated a learning gap. It is recommended that the concerned authorities may take such initiatives to address and mend the learning loss of children relevant to their academic and social skills in the post-pandemic era.

After the COVID-19 pandemic, educational organizations' learning process experienced significant changes, especially related to innovative work behavior. It is undeniable that building innovative work behavior requires strong self-efficacy and organizational commitment and is supported by conducive workplace happiness. This research aims to analyze models for improving the innovative work behavior of private teachers after the COVID-19 pandemic based on self-efficacy, organizational commitment, and workplace happiness. The research model is oriented towards a quantitative causality approach. Data was collected online using a Google form, and a sample of 100 teachers was obtained. Using a purposive sampling formula, the foundation for sample determination is geared toward a non-probability sampling strategy. Instrument tests, normality tests, regression tests, correlation tests, hypothesis tests, and coefficient of determination were all utilized in data analysis. The results of the study demonstrate that innovative work behavior is highly influenced by workplace happiness, organizational commitment, and self-efficacy. According to the study's conclusions, encouraging creative work behavior requires teachers to have the confidence to do so. Furthermore, the psychological state of educators has a significant impact on their ability to generate novel and creative ideas.

This study was based on online university education during the COVID-19 period in Kenya. The purpose of the study was to establish the readiness of Kenyan universities for online education during COVID-19 period. Online survey method generated data from 11 universities through content analysis. The data were analyzed qualitatively and interpreted. The major findings showed that majority of the universities under study adjusted in different ways during the COVID-19 period by hiring more teaching staff to teach online, however, the capacity of these job applicants to competently teach online courses was not clearly verified before they were hired to teach at the university. The study also found that even though majority of the universities had a functional Learning Management System (LMS), its utilization was below par. The study concluded that many universities did not offer quality online education as required by the Commission of University Education (CUE) in Kenya but were using online education language for marketing and sustainability purposes. To reduce the digital gap in institutions of higher learning, the study recommended that all teaching staff at the university level must be computer literate.

The plethora of research studies on the impact of the COVID-19 pandemic on education gives us a first picture of the difficulties and challenges encountered at the various educational levels, especially at the elementary level, by students aged from 6 to 12 years old. The aim was to examine the existence of math anxiety in primary education and how math anxiety differentiates performance according to gender during the COVID-19 confinement. A quantitative empirical research carried out, using a fifteen-question questionnaire, with a 5-point Likert scale, which employed the Mathematics Anxiety Rating Scale (MARS), the Mathematics Anxiety Scale (MAS), the Abbreviated Math Anxiety Scale (AMAS) and a math test. The sample consisted of 173 Greek sixth grade students. The questionnaire and the math test were provided to the students by the teachers at the beginning of the school year in September 2021. Sixth graders, especially girl students, get quite anxious when involved with math learning activities. Math anxiety affected more girl than boy students' grades in the math test. Math anxiety affected primary 11 to 12-year-old students, while girl students exhibited higher math anxiety than their counterparts. In addition, math anxiety affected girls' performance in the math test.

In the fall of 2019, our large southeastern metropolitan university launched a campus strategically situated in downtown Orlando. As we all remember, in the spring of 2020, as our campus was starting to build momentum as a student and community-centered hub, the world shut down because of a global pandemic. Our challenges over the last several years have been multifaceted. Our university lost key administrators who championed the efforts of the new campus and we have been trying to reclaim the vision and purpose of this space. We have also had a dearth of faculty engagement at the new campus partly because of so many remote courses and meetings. These challenges impact all stakeholders involved with the downtown campus. To reclaim our purpose, we interviewed key stakeholders (N = 21) connected to the university and/or the community to then use their perspectives on the downtown campus as well as their thoughts on community-engaged scholarship (CES) to create a strategic plan to move forward. To code our 188 (N = 188) units of analysis we used the six categories of community engagement as identified by Gordon Da Cruz, (2018). These categories include community-identified issues, scholarly investigation of public issues, collaborative and mutually beneficial community-university partnerships, collaborative knowledge production, institutional resources for the public good, and integration with faculty scholarship. Our findings reveal the following breakdown: community-identified issues (n = 12), scholarly investigation of public issues (n = 15), collaborative and mutually beneficial community-university partnerships (n = 66), collaborative knowledge production (n = 26), institutional resources for the public good (n = 50), and integration with faculty scholarship (n = 19). We used these distinctions as well as stakeholder suggestions to build a strategic plan and our seven primary goals or objectives for moving forward into our next phase.