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Background: Long COVID, a highly heterogeneous syndrome affecting millions of people worldwide, is emerging as an urgent public health threat, but data on the predictors of specific clinical manifestations over long follow-up periods are limited. The aim of this study is to investigate the role of viral variants and other predictors in long COVID incidence and clinical manifestations., Methods: All COVID-19 patients aged > 18 years and hospitalized from March 1 2020 to April 2022 in two Italian University Hospitals were enrolled. Incidence and clinical presentation of long COVID were assessed through structured questionnaires delivered by phone calls. The association between possible risk factors collected during hospitalization and long COVID was reported using an adjusted logistic regression and reported as odds ratios (ORs) with their 95% confidence intervals (CIs)., Results: Among 1,012 recruited patients, over a median follow-up of 19 months (IQR: 15-24 months), the cumulative incidence of long COVID was 91.7%, with the most common clinical manifestations involving the respiratory system (80.5%) and the neurological system (77.3%). Among 1,012 recruited patients, over a median follow-up of 19 months (IQR: 15-24 months), the cumulative incidence of long COVID was 91.7%, with the most common clinical manifestations involving the respiratory system (80.5%) and the neurological system (77.3%). Overall, 54% reported long COVID symptomatology between 18 and 24 months. Multivariate analysis suggested that being vaccinated against SARS-CoV-2 was associated with reduced odds of reporting any long COVID symptomatology (OR: 0.34; 95% CI: 0.21-0.58), while infection with the Delta variant was a strong predictor (OR: 9.61, p < 0.0001) for the development of post-COVID conditions characterized by neuropsychiatric symptoms., Conclusions: In this study long COVID symptoms were still highly prevalent after 18-24 months of follow-up and, when compared to wild-type virus, infection with the Delta variant was associated with a higher risk of developing a neurological post-COVID condition., Competing Interests: Declarations Ethics approval and consent to participate The study was approved by the Ethical Committee of the University of Palermo during the session of the 28th of April 2021 (number 04/2021). The study is in accordance with the declaration of Helsinki relevant institutional guidelines. Informed consent was obtained from each participant and/or their legal guardian(s) who received information verbally and read the information letter. Consent for publication Not applicable. Competing interests The authors declare no competing interests., (© 2024. The Author(s).)

Introduction: The Long Coronavirus Disease (COVID) Symptom and Impact Tools (ST and IT) were published in English in 2022 to monitor the symptoms and impact of persistent COVID-19. ST includes 53 symptoms selected by the patient. IT includes six aspects of life that the patient must rate from 1 to 10 points. We aim to report the results of the cultural adaptation of both instruments for the Chilean population, together with the content validity of the adapted instrument., Methods: The cultural adaptation was carried out in five steps: 1) translation from English to Spanish, 2) synthesis, 3) back-translation, 4) review by the editorial board, and 5) testing the questionnaire with ten patients; they answered both questionnaires and seven questions assessing their understanding of the TI and their opinion on whether the instrument reflected the impact of prolonged COVID-19 on their lives. The content validity of the final version of the IT was assessed by 14 experts., Results: The main outcome is the two final questionnaires adapted for use in Chile. Most patients responded with the best concept or approval for all items. Content validity showed acceptable results, with an average content validity index of 0.9 and Aiken's V for the relevance of the questionnaire in general of 0.83 (95% CI 0.69 to 0.92). For one item, Aiken's V was less than 0.7 (95% CI 0.5 to 0.8)., Conclusions: This study provides Chilean health authorities and health providers with an instrument for assessing the impact of prolonged COVID-19 on core aspects of people's lives., Competing Interests: The authors declare that they have no conflicts of interest with this work., (This work is licensed under a Creative Commons Attribution 4.0 International License.)

Background: Same day discharge (SDD) diagnostic coronary angiography and percutaneous coronary interventions (PCIs) are increasingly performed, and indications extend to more complex procedures and more fragile patients. We report the evolution of SDD interventional cardiology activity in our centre since 2016, particularly before and after the COVID-19 pandemic. Secondarily, we analysed the feasibility and safety of SDD PCI., Materials and Methods: We analysed the number and percentage of SDD coronary angiograms and PCIs (elective or ad hoc), during 4 periods of 11 months each, from September 2016 to July 2024. Periods 1 and 2 took place before COVID-19, periods 3 and 4 after. We also compared the rate of complications and conversion to hospitalisation between periods 1-2 and 4., Results: A total of 9587 procedures were analysed, including 1558 SDD procedures. The total number of SDD interventional cardiology procedures increased progressively over the 4 periods, from 146 SDD procedures (7.5%) in 2016-2017 to 620 (27.2%) in 2023-2024. This increase included both diagnostic coronary angiograms (respectively: 10.9%; 12.2%; 33.6% then 28.9%) and PCIs (respectively: 0.9%; 5.6%; 16.1% then 24.4%). In the immediate post-COVID-19 period, a significant increase, uncorrelated with the natural progression, was observed for SDD diagnostic coronary angiography and ad-hoc PCI. There were no deaths or serious complications, the rate of minor complications (1.1%) and conversion to conventional hospitalisation (4.5%) were low., Conclusion: Provided a careful patient selection and rigorous organisation, SDD coronary angiography and PCI can safely be performed. The increase in the SDD interventional procedures, favoured by organisational (COVID-19) or economic constraints, need to be amplified., Competing Interests: Déclaration de liens d'intérêts Les auteurs ne déclarent aucun lien d'intérêt en rapport avec cet article., (Copyright © 2024 Elsevier Masson SAS. All rights reserved.)

Objective: The bejective was to determine health literacy (HL) and care aspects of those affected by Long-COVID., Method: 407 patients with Long-COVID and long-term neuropsychiatric symptoms were interviewed in the LIFE study center. In addition to descriptive analyses, regression models were calculated to examine the relationships between health literacy (HLS-EU-Q16) and various aspects of care (RehaQ-N1)., Results: The results show that 35.8% had problematic and 17.9% had inadequate HL. The majority of subjective needs were unmet and 47.7% of those affected were dissatisfied with the therapy they received., Discussion: Among those affected by Long-COVID, subjective HL is rather reduced. The healthcare system appears to be unprepared for these patients, which is reflected in unmet needs and low treatment satisfaction. This was even more pronounced among those exhibiting lower HL., Competing Interests: Disclosure The authors report no conflicts of interest in this work., (Thieme. All rights reserved.)

Background: Motivation for the study. The COVID-19 pandemic contributed to the development of mental disorders among medical students, including obsessive-compulsive symptoms. However, evidence on this problem in this population is still limited., Background: Main findings. One in 10 medical students presented clinically significant obsessive-compulsive symptoms., Background: Implications. The health crisis has had a negative impact on the mental health of medical students. Therefore, it is crucial to implement future interventions to promote the preservation of their psychological well-being., Objectives.: To determine the prevalence of obsessive-compulsive symptoms among medical students in Peru during the COVID-19 pandemic and its associated factors., Materials and Methods.: Cross-sectional study in 270 medical students from a Peruvian public university. Participants were recruited through non-probability sampling. Obsessive-compulsive symptoms were assessed with the Yale-Brown Obsessive Compulsive Disorder Scale (Y-BOCS). After the descriptive analysis, Poisson regression with robust variance was used to determine the factors associated with probable obsessive compulsive disorder (probable OCD). The crude (PRc) and adjusted (PRa) prevalence ratios were calculated, along with their respective 95% confidence intervals (95% CI)., Results.: The prevalence of obsessive-compulsive symptoms was 13.3% in medical students. During bivariate analysis, students with probable OCD were younger (p=0.044) and had a lower level of knowledge about COVID-19 (p=0.045). The crude model showed a lower prevalence of probable OCD among those with an adequate level of knowledge compared to those with an inadequate level (PR: 0.52, 95% CI: 0.28 to 0.98). However, after adjusting for other variables, none of the described variables were statistically significant., Conclusions.: One in ten medical students presented clinically significant obsessive-compulsive symptoms. Implementing future interventions is crucial to preserve the mental well-being of this vulnerable population.

Objective: To understand the perceptions and experiences of transsexual and travesti women and non-binary or gender-fluid people (TGWT+) in health services where they took pre-exposure prophylaxis (PrEP) in the periods before and during the pandemic, focusing on the resignification in the relationship with services and the continuity of HIV prevention via PrEP., Methods: Qualitative research and analysis of empirical material generated in the context of broader studies were conducted. A total of 45 semi-structured interviews were conducted with TGWT+ PrEP users in the city of São Paulo and analyzed using iterative thematic content analysis., Results: The TGWT+ interviewees gave new meanings to their struggles, daily lives and ways of caring for their health and played a central role within them. With its particularities, the COVID-19 pandemic became one more event among all the others that TGWT+ face daily. Alongside the COVID-19 pandemic, the TGWT+ were faced with the HIV epidemic, but with the possibility of prevention via PrEP., Conclusion: Based on a situated and conscious perspective, more explicit in the context of the health crisis, the TGWT+ intertwined conscious actions and care practices in dialog with health services. Further research on these groups from a spatiotemporal dynamic situated in specific contexts of meaning production would make it possible to advance prevention and care strategies, especially in times of health crisis.

This article aims to evaluate the effect of the COVID-19 pandemic on malnutrition among children under two years of age enrolled in the Bolsa Família Program (BFP). Ecological study of interrupted time series (ITS), with low weight for age, stunting, and overweight as time-dependent variables of malnutrition, extracted monthly (Jan/2008 to June/2021) from the Food and Nutrition Surveillance System. The COVID-19 pandemic was the exposure, dichotomized into pre-pandemic and pandemic. In RStudio, the trend was obtained by Prais-Winsten regression, and the effect of the pandemic on the time-dependent variables was determined by SARIMA modeling, estimating the regression coefficients (RC) adjusted for trend and seasonality (α = 5%). The pandemic was associated with an increase in: i) low weight for age in the South (RC = 0.94; p < 0.001) and Southeast (RC = 1.97; p < 0.001); ii) height deficit in the Midwest (RC = 2.4; p = 0.01), South (RC = 2.15; p < 0.001) and Southeast (RC = 2.96; p < 0.001); and iii) and overweight in the North (RC = 1.51; p = 0.04), Midwest (RC = 2.29; p = 0.01), South (RC = 2.83; p < 0.001), and Southeast (RC = 0.72; p = 0.04). The pandemic increased underweight in the South and Southeast, and the double burden of malnutrition in the Midwest, South, and Southeast. In the Northeast and North, higher rates of malnutrition still persist.

Introduction: At the beginning of the COVID-19 pandemic, confinement measures were applied in many states around the world, producing changes in lifestyle and health habits, whose metabolic impact was different in different populations., Objectives: Describe the metabolic and anthropometric changes in office patients in the City of Córdoba during the confinement period and determine possible associated factors., Methods: Retrospective analytical observational study based on the review of the medical records of patients seen in an endocrinology clinic in Córdoba, Argentina. They were followed up during the 1-year period by evaluating metabolic and anthropometric characteristics., Results: 149 patients were included, of which 116 (77.9%) were female and the median:IQR age was 50:36.5-58 years. At the end of follow-up, a significant increase in alcohol consumption (18.1% vs 11.4%, p=0.001) was observed, as well as the number of diabetic patients (diagnosis of 20 new cases). 49.67% of patients increased their body weight, with a median of 3.1 kg (IQR 25-75%: 1.4-7.5 kg). Patients who had longer follow-up (3 or more controls during the year) decreased their Body Mass Index and increased physical activity., Conclusions: Although confinement was generally associated with an increase in obesity, diabetes and consumption of toxic substances, in patients who were monitored more frequently, better control of body weight and increased activity was observed. physical., (Universidad Nacional de Córdoba)

Postacute sequelae after the coronavirus disease (COVID) of 2019 (PASC) is increasingly recognized, although data on solid organ transplant (SOT) recipients (SOTRs) are limited. Using the National COVID Cohort Collaborative, we performed 1:1 propensity score matching (PSM) of all adult SOTR and nonimmunosuppressed/immunocompromised (ISC) patients with acute COVID infection (August 1, 2021 to January 13, 2023) for a subsequent PASC diagnosis using International Classification of Diseases, 10th Revision, Clinical Modification codes. Multivariable logistic regression was used to examine not only the association of SOT status with PASC, but also other patient factors after stratifying by SOT status. Prior to PSM, there were 8769 SOT and 1 576 769 non-ISC patients with acute COVID infection. After PSM, 8756 SOTR and 8756 non-ISC patients were included; 2.2% of SOTR (n = 192) and 1.4% (n = 122) of non-ISC patients developed PASC (P value < .001). In the overall matched cohort, SOT was independently associated with PASC (adjusted odds ratio [aOR], 1.48; 95% confidence interval [CI], 1.09-2.01). Among SOTR, COVID infection severity (aOR, 11.6; 95% CI, 3.93-30.0 for severe vs mild disease), older age (aOR, 1.02; 95% CI, 1.01-1.03 per year), and mycophenolate mofetil use (aOR, 2.04; 95% CI, 1.38-3.05) were each independently associated with PASC. In non-ISC patients, only depression (aOR, 1.96; 95% CI, 1.24-3.07) and COVID infection severity were. In conclusion, PASC occurs more commonly in SOTR than in non-ISC patients, with differences in risk profiles based on SOT status., Competing Interests: Declaration of competing interest The authors of this manuscript have no conflicts of interest to disclose as described by the American Journal of Transplantation., (Copyright © 2024 American Society of Transplantation & American Society of Transplant Surgeons. Published by Elsevier Inc. All rights reserved.)

The main objectives of multidisciplinary clinical investigation center (CIC-P) are to facilitate the availability of new drugs for patients, to enhance the visibility and attractiveness of French clinical research, to improve the quality of early phase trials, and to enhance the value of academic research by evaluating molecules in rare diseases. Since 2017, the CIC-P has been committed to a quality approach process, launching in 2018 its first satisfaction survey on patient care and clinical trial management of all its employees. A second satisfaction survey targeted by profession type was to be launched in 2020, in view of the requirements of the ISO 9001:2015 standard, but the process was interrupted following the coronavirus diseases 2019 (COVID-19) pandemic. The successful reorganization of the CIC-P activity during the first containment of the COVID-19 pandemic was driven by the implementation of a quality management system that promotes continuous improvement through the organization and involvement of all the staff. This voluntary and participative approach motivated the CIC-P to apply for the organizational sesame. The ISO 9001:2015 certification of CIC-P aims at increasing its performance, to satisfying its customers and to fully integrate its activities in a continuous improvement process, according to the requirements of this international standard, through the deployment of quality tools such as The Deming wheel (PDCA), an indispensable tool for transformation and reorganization; the analysis of the environment by the strengths, weakness, opportunities, threats (SWOT) analysis tool; the analysis and management of risks by the FMEA method, and all with performance indicators (SMART) and precise objectives at each stage of a project/process. The implementation of satisfaction questionnaires remains the essential tool for evaluating the expectations and needs of interested parties, but also for improving the quality of CIC-P activities and services. All these tools put in place have allowed us to continuously improve the means of production and to constantly improve our organization., (Copyright © 2024 The Author(s). Published by Elsevier Masson SAS.. All rights reserved.)

Background: Anti-GQ1B syndrome includes a group of diseases characterized by antibody-mediated polyneuropathy. Guillain Barre syndrome (GBS) and the Miller-Fisher syndrome (MFS) have been related to COVID-19 vaccine application., Clinic Case: 48-year-old man, with history of Pfizer-BioNTech vaccination against COVID-19, 5 days prior to the symptoms, who assisted to the Emergency room with blurred vision and diplopia; adding dysarthria, facial diplegia and left upper limb weakness after 48 hours. In his first evaluation it was found ophthalmoplegia, facial diplegia, decreased gag reflex, weakness of thoracic limbs, bilateral trapezius muscle and areflexia. Serum studies and nuclear magnetic resonance of the brain were performed without alterations. It was complemented with IgG anti-ganglioside GQ1b antibodies with a positive result. Once the diagnosis was confirmed, treatment was started with immunoglobulin calculated at 2 g per kg for 5 days. The patient was discharged once the immunoglobulin was administered with evaluation at 2 months without ataxia, ophthalmoplegia, areflexia and weakness., Conclusions: Following the documented reports of GBS and its variants secondary to vaccination, neurological side effects have been catalogued as being of great importance. Therefore, the reported case can be used as a point of reference to consider this clinical spectrum as a differential diagnosis in patients with post-vaccination neurological symptomatology., (Licencia CC 4.0 (BY-NC-ND) © 2024 Revista Médica del Instituto Mexicano del Seguro Social.)

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.

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.

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.

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 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.

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.

The development of ICTs that can be used for Education 5.0 is rapid. Current educational practice suggests that many lecturers experience challenges in implementing the use of some form of ICT in teaching and learning. The research explores the impact of TPACK on the implementation of Education 5.0 in universities during the time of the COVID-19 pandemic in Zimbabwe. The qualitative research study was conducted with university lecturers. Data were collected through semi-structured interviews. Mishra & Koehler's (2006) TPACK framework which focuses on technological knowledge, pedagogical knowledge, and content knowledge was used as the lens of the study. During the COVID-19 pandemic, online delivery of education was found to be effective, convenient, and facilitated access to information. However, the universities experienced poor Internet connectivity, lack of infrastructure, unreliable devices and unavailability of software, as challenges to effectively implement Education 5.0. The training of lecturers to empower them to engage students effectively during the implementation of Education 5.0 was vital.

The global impact of the COVID-19 pandemic extended to the education sector in South Africa, prompting the implementation of preventative measures by the National Coronavirus Command Council. These COVID-19 protocols included the wearing of face masks or face shields, ensuring maximum ventilation, washing of hands, and school attendance routines to deal with overcrowded classrooms, among others. This study aimed to delve into the implementation of COVID-19 protocols in schools, focusing on the strategies utilised and the challenges teachers encountered. Employing a qualitative research methodology within a case study framework, the study involved eight teachers (five male and three female) from four schools in the Sekhukhune District, selected through purposive sampling. Data were elicited through semi-structured interviews to gain a thorough understanding of the phenomenon and coded for anonymity purposes. Aligned with the goal of the study, thematic data analysis was adopted for analysing the data. The findings revealed that teachers faced significant challenges in balancing their responsibilities in implementing COVID-19 protocols alongside making up for lost teaching time. However, alternative strategies were employed by teachers to mitigate this loss including the deployment of assistant teachers to support protocol and assist students with homework, additional security personnel to help guard and control unnecessary school visits, and for teachers to provide supplementary notes and embark on online learning. Recommendations include the increased deployment of support personnel, increased community involvement, training teachers to use online learning platforms, and for the Department of Basic Education to develop a guidance sheet to assist teachers in navigating the challenges of teaching during a pandemic.

Despite new challenges in selecting and using curriculum resources during the COVID-19 pandemic, teachers continued to use existing resources published by the ministry or global publishers. Understanding how teachers use curriculum resources is necessary for designing more effective curricula and drawing lessons for professional development. This study investigates how high school English teachers used curriculum resources during COVID-19. Following maximum variation sampling, we used a holistic multiple-case design with six volunteer experienced English teachers from four different types of schools in Izmir. As recommended for case studies, classroom observations, document reviews, and semi-structured interviews were conducted. The data were analyzed by using theoretical thematic analysis. The findings reveal that teachers mostly favored the offloading in the use of curriculum resources in synchronous online and face-to-face teaching, and the second most frequently used approach is adaptation during the pandemic period. Omitting and improvising were the least preferred approaches. When the synchronous online and face-to-face lessons are compared, the approaches to using curricular resources appear to be broadly similar. In other words, the approaches to using curriculum resources did not change much during synchronous online and face-to-face lessons. The curricular resources are tried to be used by offloading so that the students do not experience learning losses, and adaptations are made by using web 2.0 tools and various digital resources. [This article includes an extended summary in Turkish.]

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.

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.

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.

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 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.

Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic. Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020-2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies. Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools. Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies. Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.

The COVID-19 pandemic forced universities into emergency remote learning. For universities situated in a country where internet connectivity prices are high, network coverage is low, and most students live in rural areas, this presented a unique set of problems. One of the issues is that traditional orientations were face-to-face for first-time entering students (FTENs) at universities, and they had to be moved online due to lockdown restrictions and the desire to save the academic year. For the university concerned, this presented challenges in accessing students due to their low digital literacy skills and infrastructure limitations. The study employed a quantitative exploratory research approach to assess whether WhatsApp, a low-cost communication tool offering features like affordable data bundles, group creation, and accessibility, could facilitate student engagement and support during the COVID-19 lockdown at a rural university campus. The aim was to investigate if utilizing WhatsApp could foster a sense of belonging among students, potentially mitigating dropout rates and preventing students from falling behind. The hypothesis posited a positive correlation between using WhatsApp for academic support and student retention, ultimately leading to enhanced success rates. The study used the 'Academic Dropout Wheel, a theoretical framework developed by Naaman (2021), which identifies key factors contributing to academic dropout and provides strategies for intervention. The results of a quantitative questionnaire on 181 of the 2022 cohort of FTENS at the campus revealed that students felt more at ease, had a feeling of belonging and ownership of the university, and knew where to ask for help through the effective use of WhatsApp. This paper concludes that if professionally managed, WhatsApp can be an effective tool to facilitate continued adjustment and integration of FTENs into the university.

In response to COVID-19, post-secondary institutions went through a widespread transition to online and remote learning to address the immediate effects of disruption in the teaching and learning environment. This study aims to map the changes and challenges in the areas of responses to students' psychological needs, responses to students' academic needs, and responses to minoritized students' needs from institutional leaders', teaching faculties', and teaching assistants' perspectives via a qualitative approach. The results suggest that institutional leaders and instructors perceived a decrease in academic motivation and increase in social isolation among students during COVID-19 especially from minoritized backgrounds. Implications and guidance on future university policies and programs to help preserve educational quality of instruction and mitigate educational inequities are discussed. [Note: The page range (1-24) shown on the PDF is incorrect. The correct page range is 18-41.]

In this policy brief, we use research findings to illuminate experiences during the COVID-19 pandemic of U.S. rural college students from poor and working-class backgrounds. We offer institutional, state, and federal policy lessons gleaned from such experiences. We show how rural, poor and working-class students' higher education success was impacted by COVID-19 and how the pandemic highlighted and exacerbated existing systemic geographic and social class barriers faced by such students pursuing college. In turn, we hope postsecondary policymakers at the institutional, state, and federal levels can learn from these experiences to better support rural, poor, and working class students in the future, even during times of continued crisis.

This paper explores the negative impact of the shutdown of contact-based learning on learners' mental health as a result of COVID-19 and provides recommendations to promote learners' mental health during and post COVID-19. A qualitative research method was used to guide the collection and analysis of the data. Data was collected from a sample of 20 learners from Cape Town and analysed through thematic analysis. The study findings revealed that with the shutdown of contact-based learning as one of the COVID-19 containment measures by the government learners experienced social anxiety disorder and sleeping disorder. Youth policymakers need to design interventions that promote mental health in after-school programmes implemented by qualified youth workers and social workers. Youth workers should take the courses of action in a non-formal education to promote youth mental health.

The emergence of the teaching an pandemic was a fundamentally disruptive force in the global higher education system that called on us to re-think the very purposes of higher education, our values, and who the academy is inherently for. Largely driven by the then panic over the unpredictable and infectious nature of the COVID-19 disease, higher education institutions had to close down and find virtual, Online and/or digital ways of continuing the teaching and learning programme. In this article, we firstly explore and theorise academics' experiences of the emergency remote teaching and the complex challenges that they had to negotiate during this crisis in higher education. We reveal the complex, challenging and depressing experiences that they navigated as they grappled with the emergency remote teaching in their context, and the effect this had on their well-being. We propose the idea of Ubuntu currere as an emancipatory pedagogy, necessary to helping us respond to the next pandemic in the higher education sector. We suggest that our response to the next pandemic(s) needs to be anchored in decolonial and social justice frameworks, necessary for rethinking teaching and learning during a crisis. Contribution: In this article, our contribution is twofold. We firstly contribute to the emerging body of research that shines a spotlight on academics' experiences, voices and/or narratives in grappling with the COVID-19 pandemic in their teaching and learning contexts. Secondly, we propose the idea of Ubuntu currere (i.e. Ubuntu curriculum) as offering us useful emancipatory lessons in responding to the future pandemics in higher education.

Background: The COVID-19 pandemic and subsequent school closures have had profound impacts on learners and their families globally, affecting their psychosocial wellbeing. However, the extent and nature of these effects, particularly in diverse socioeconomic contexts, remain largely under-explored. Aim: This study aimed to investigate the effects of school closures on the psychosocial wellbeing of children and parents in South Africa's Gauteng province. Setting: The research included families from various socioeconomic backgrounds in Gauteng province, South Africa. Methods: Using an ethnographic research approach, diary-style entries via the WhatsApp mobile app were collected from 43 families, and semi-structured telephonic interviews were conducted with 21 families. Results: The study found that children experienced adverse emotions, including loneliness, boredom, anxiety and isolation during school closures. Parents reported elevated stress levels and increased caregiving burden. The severity of impact was influenced by access to resources for online or home-schooling. Conclusion: The findings highlight the multi-dimensional implications of school closures on families and underscore the importance of providing adequate support during such disruptions, taking into account the varying effects across socioeconomic backgrounds. Contribution: This study fills a crucial gap in understanding the psychosocial impacts of school closures due to the COVID-19 pandemic on children and parents within diverse socioeconomic contexts. The findings call for equitable access to educational resources, evidence-based remediation efforts, and integrated mental health support services.

During the COVID-19 pandemic, student services leaders needed to adapt to working entirely virtually, find creative solutions to adjust their service delivery, and change how they engaged with their teams. Before COVID-19, studies of virtual leadership focused on virtual teams developed because of the geographical distance between team members. This qualitative study investigated virtual leadership and virtual teams developed because of the move to virtual work during the COVID-19 pandemic. It examined how student services leaders changed their leadership behaviours in response to moving to the virtual work environment. Using data gathered through a questionnaire, interviews, and documentation, four themes reflecting how leaders changed their behaviours and practices were identified: reimagining communication, reconstructing work using technology, reframing team support, and reorienting toward hybrid work. Understanding how these leaders managed their virtual teams at a midsized university in southern Ontario provides insight into what practices might be helpful for teams that continue exclusively virtual work and those that transition to a hybrid work approach.

This study investigates and identifies the organizational culture of Indonesian schools during COVID-19 through the lens of principals. We collected survey data from 93 applications of the OCAI instrument. Our data analysis results show that Indonesian schools' organizational culture is a unique blend of the four cultural types, with clan and hierarchy culture dominating, followed by adhocracy and, to a lesser extent, market culture. The most commonly ingrained concepts in the culture are job security and internal stability, coordination to ensure the smooth operation of online education, school commitment to innovation in online education, and school management through collaboration and teamwork. Our findings offer insights regarding how the COVID-19 pandemic transformed or changed the organizational culture of schools in Indonesia, which can be used to respond quickly to the "Merdeka Belajar" (Independent Learning) policy and enhance school performance in the post-COVID-19 pandemic.

Research has widely documented the high stress levels posed to college students by the Coronavirus Disease 2019 (COVID-19). However, the role of social support in mitigating the mental health impacts of stressors like residential instability among college students is less well-researched. Using data from a multi-campus online survey of college students' experiences during the COVID-19 pandemic (n = 2,486), this study examines the role of social support in the association between residential move during COVID-19 pandemic and college students' reports of depressive symptoms and anxiety. We tested whether perceived social support was more significantly related to depressive symptoms among students who moved in response to COVID-19. The results show significantly higher levels of depressive symptoms and higher prevalence rates of severe anxiety among college students with COVID-19-related move relative to those who did not move during the pandemic. Irrespective of their residential status, college students who received less support than needed during the pandemic had significantly higher levels of depressive symptoms and higher odds of severe anxiety. The findings add to the existing studies showing how the COVID-19 pandemic compounds the problems of depression and anxiety among college students, particularly those experiencing residential instability and with limited social support.

The COVID-19 virus pandemic has caused all governments to implement distance learning by utilizing information technology, including in academic advising. Studies conducted during the pandemic have shown changes in higher education institutions and students. This study aimed to find out and analyse the level of students' satisfaction with academic advising during the COVID-19 pandemic at public and private universities using five satisfaction indicators, namely tangibles, reliability, responsiveness, assurance, and empathy. The survey was conducted online, involving 1158 students from a total of 6 public and private universities in the city of Banjarmasin, Kalimantan Island, Indonesia. The data findings showed that in relation to the academic advising given during the COVID-19 pandemic, the students' satisfaction levels toward the provision of academic advising at both public and private universities during the COVID-19 pandemic were in the same category, which was "very satisfied". Thus, students' satisfaction levels toward academic advising at the university in Banjarmasin were very high, the demographic characteristics of the students, academic advisors, frequency of academic advising meetings and method of the academic advising meetings explained the significant differences in the students' satisfaction levels toward academic advising during COVID-19.

The study aimed to evaluate E-learning pattern between effectiveness and obstacles as viewed by the secondary stage students during COVID-19 pandemic in Jordan. The study population consisted of 326 eleventh grade students from the private schools in Madaba, Jordan. A sample of 142 eleventh grade students was purposefully selected from Al-Rashad Schools in Madaba during the second semester of 2020/2021. The study used the descriptive methodology approach represented by a questionnaire that was developed to achieve the objectives of the study. The study concluded that the difficulties and barriers of e-learning were, in general, at a moderate level. Similarly, the usefulness of e-learning activities and the effectiveness of e-learning activities were at a moderate level. The study also concluded that there were no statistically significant differences in the level of evaluation e-learning activities as viewed by the secondary stage students during COVID-19 pandemic in Jordan

This research uses a quantitative approach and aims to explain the effectiveness of online learning through the model of assisting parents during the COVID-19 pandemic. Therefore, this study used two variables, namely the parent assistance model as the independent variable and online learning activities as the dependent variable, with a total of 57 students from 250 high school levels in Probolinggo Regency, with a sample of each school ranging from 4 and 5 people, with the collection technique through distributing a Likert scale model questionnaire, this questionnaire was given to students to obtain valid data regarding parental assistance in online learning during the COVID-19 pandemic. Thus the results of this study explain that the parental assistance model has a positive effect on online learning activities, this can be seen from the results of a simple linear regression analysis Y = a + bx (72.77 = 2.78 + 0.93 x 75). Therefore, if parental assistance is increased to a value of 75%, then the learning process for children will be 72.77%, from the R Square value, so that it can show the role and contribution of parents, namely 0.71%, thus online learning variables can be estimated by the variable parental assistance, while the remaining 29% is influenced by other factors not included in this study.

This study aims to develop Nature of Science (NOS) measurement instrument for high school students in the Mathematics and Natural Sciences program using COVID-19 cases that had occurred since the end of 2019. This study also attempts to validate test items with the Rasch model approach. The participants in this study are 194 high school students from the Mathematics and Natural Sciences program. Test participants consist of 132 female students and 62 male students. Their age range is 18-21 years old. NOS measurement instrument is presented in multiple choice form, which consists of 16 questions with narration or readings about COVID-19. Data analysis is conducted by dividing the validity into three types, those are content aspect validity, psychometric aspect validity, and construct validity using Rasch model. Content validity is conducted with an assessment involving three experts related to the test material and measured scientific literacy achievement. Psychometric aspects validity involves three psychometricians associated with the construction of the test. Meanwhile, for construct validity, which refers to the concept of construct validity of Messick. The results shows that there are 8 of 16 items in the NOS measurement that occupies all aspects of validity. Regarding to content of construct validity, there are two items do not appropriate with the model, while with substantive validity 94.4% of the test are consistent with the used Rasch model. Regarding to external aspect of construct validity shows that the test instrument can differentiate test participants into two categories, each of which has high and low NOS abilities.

This article aimed to investigate the relationship between technostress and anxiety disorder in Brazilian public higher education students during the COVID-19 pandemic. The quantitative study was based on primary data (n = 1981) collected through the structured questionnaire of a population of Brazilian public higher education students. Partial least squares structural equation modelling method and multigroup analysis were used for data analyses and to compare the constructs. Of the five dimensions of technostress analysed, techno-uncertainty and techno-complexity did not influence generalized anxiety disorder. Nonetheless, the results demonstrated that technostress was present in the lives of the students studied, demonstrating significant relationships with generalized anxiety disorder. Therefore, this study presents relevant reflections regarding prolonged exposure and additional factors that technology influenced students' quality of life, thus generating strategic alignments to improve the mental health of students who went through the remote teaching process imposed by the COVID-19 pandemic.

The objectives of this research were to: 1) develop a training course to enhance knowledge and understanding of COVID-19 and the management of education in the new normal era for student teachers, 2) study the effectiveness of the training course; 3) compare the knowledge and understanding of student teachers before and after the training; and 4) study the satisfaction of student teachers towards the training course. The research sample group consisted of 17 third-year student teachers who were studying in the Bachelor of Education program at Rajamangala University of Technology Thanyaburi. The sample group was selected using a multi-stage random sampling method. The research tools used were: 1) a training course curriculum, 2) a knowledge and understanding assessment questionnaire, and 3) a satisfaction survey questionnaire. The statistical analysis used to analyze the data included mean, standard deviation, E1/E2 efficiency ratio calculation, and t-test for dependent samples. The research findings were as follows: 1) the training course effectively enhanced knowledge and understanding of COVID-19 and the management of education in the new normal era for student teachers, 2) the training course had an efficiency ratio (E1/E2) of 83.82/80.98, 3) the knowledge and understanding of student teachers significantly improved after the training, with statistical significance at the 0.05 level, and 4) student teachers' satisfaction with the training course was high.

This study examined perceptions of and experiences during the COVID-19 pandemic among 489 faculty from four public universities in the southeast United States. Data were collected via an online survey during the Fall 2020 semester, when campuses re-opened after closing in March. Two thirds of faculty perceived the severity of COVID-19 as severe, and their greatest concerns related to preventive behaviors, the possibility of a virus resurgence, and concern for the health of family/friends. The majority reported frequently engaging in COVID-19-preventing behaviors, which was highest among female and older faculty, and those with higher perceived severity and concern for personally contracting the virus. Over half of respondents reported teaching and scholarly activities were negatively impacted by the pandemic; most notable barriers to productivity included anxiety/stress and a distracted home environment. The study adds to the research on university faculty during the pandemic and aligns with research on the adult population.

Purpose--This study aims to explore the missing learning phenomenon due to school closures during the COVID-19 pandemic in preschool settings from teachers' perspectives in Selangor, Malaysia. Related studies have shown that missing learning phenomena from different settings leads to delayed literacy development and raises the risk of dropping out among children. There is a lack of in-depth documentation on the missing learning phenomenon among preschoolers exploring the socioecology of preschool settings in a local context. Methodology--This research employed a case study approach. In-depth interviews were conducted with six preschool teachers from Selangor, Malaysia, using an inductive approach for a holistic understanding of the missing learning phenomenon during the COVID-19 pandemic. The data were analyzed using Computer Assisted Qualitative Data Analysis Software (CAQDAS), NVivo version 12 software, which mapped the findings to understand further the ecosystem behind the preschoolers' absence of learning during the COVID-19 pandemic. Findings--Three major themes were revealed from the data: the missing learning demographic, socioecological factors, and mitigation plans. Several sub-themes (the compensative learning solutions, the demographic of impacted people, the delayed progress, teachers' readiness to facilitate online learning, engagement towards online learning, revised syllabus, personalized learning, and parental involvement) are classified under the respective major themes. Several main categories also emerged from the themes: lack of experiences and technology-pedagogical knowledge, unavailable online modules, low readiness to utilize online learning, unsupportive family climate, and accessibility. Learning intervention and online engagement with pupils during the pandemic are crucial in ensuring a successful continuous education. Significance--There is also a need for comprehensive remote instructional modules that consider socioecological actors -- parents and home climate; in the future and the enhanced instructional technology competency among preschool teachers.