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In Spring 2020, there was a sudden shift from face-to-face (F2F) to distance learning (DL) due to the COVID-19 Pandemic. A study by Al-Jarf (2020) showed that 55% of the students and instructors preferred F2F instruction and were not satisfied with DL due to unfamiliarity, lack of training, interaction, technical problems and others. In the Fall Semester 2021, Saudi universities resumed F2F instruction in combination with some online classes. In some emergencies such as weather conditions, all students study online rather than cancelling classes. This status quo has continued until now. This study explores students' preferences for DL vs F2F learning, their attitudes towards each and reasons for their preferences. Responses to a survey showed that 36% of the students in the sample prefer DL because it has become a necessity during emergencies such as pandemics and wars. They can check the lecture recording any time. They save commuting time. In addition, 40% of the respondents prefer F2F instruction because they get better grades. It is more suitable for science classes (labs, experiments, anatomy). Participation, interaction, and questions make a difference. In DL, students can leave Blackboard or Zoom, walk around, and take a nap, whereas in F2F, they focus better. Some health sciences, engineering, law, and/or business instructors talk about their experiences and views of the job market which is enriching and enjoyable for the students. Moreover, 17% have no preference and believe that the mode of learning depends on the instructors' competence, teaching techniques used, integration of technologies, and online resources, interaction, engagement, and students' participation. Participants' views and recommendations are given in detail.

Students at school need to develop a character of responsibility in learning discipline (Re-LeaD) after the COVID-19 pandemic (CV-19P), or face-to-face meetings (FTF) are a concern. The character of Re-LeaD as a form of student success in the future. Aims to research determine the individual blended counselling model of the behaviouristic counselling approach to increase Re-LeaDs and the effectiveness of the individual blended counselling model of the behaviouristic counselling approach to increase Re-LeaDs. Individual counselling with a behaviouristic process combines FTF chat and counselling with an e-counseling website. Research and development are limited to five steps (1) study problem; (2) hypothetical draft model; (3) model feasibility test through guidance and counselling reviews; (4) revising model; (5) testing effectiveness model. The instrument used is the Re-LeaD scale and expert review on the feasibility model. Data analysis with the reliability coefficient between reviewers and Cohens Kappa, then t-test to test the model's effectiveness. The results of the study concluded that the blended counselling model with a behaviouristic counselling approach is feasible to be applied by school counsellors to increase Re-LeaDs students based on an average rating of more than 3.09 (scale 4) from reviews by experts and guidance and counselling practitioners (0.621 with sig. 0.000 < 0.05). The individual blended counselling with behaviouristic counselling approach can also effectively increase Re-LeaDs students in the higher category (21.5) than before the intervention (10.75) and sig. 0.000 < 0.05. Counsellors can use individual blended counselling with behaviouristic methods as one of the counselling strategies to increase Re-LeaDs.

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

The purpose of this study is to analyze the post-pandemic school adaptation process, the existence and/or effectiveness of adaptation programs, the obstacles encountered during this process, and thoughts and solutions for dealing with the difficulties. Two different surveys were delivered to schools via Google form, with 3,625 students and 1,822 teachers filling them out. According to the findings of the study, 86 percent of students were excited to return to school. Despite this, high academic demands of family and teachers, bullying, failure to manage time, the danger of being COVID, teacher and friend relationships, and failing examinations are among the primary concerns of students. Teachers, contrary to student statistics, believe that students' adaptation to school after the pandemic is moderate. Teachers report that students struggle with following school rules, demonstrating constructive communication skills, emotion control, age-appropriate academic competencies, social skills, and life skills.

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.

The re-emergence of the COVID-19 virus has had a significant impact on the educational system. In order to maintain its high standard, education needs to evolve to reflect the new world order, and this is especially true of secondary education. As part of studying the English language, students should be taught how to comprehend the reading materials that are assigned to them. The flipped classroom model is gaining popularity in this pandemic era, but its efficacy in secondary education is being questioned because it is an entirely novel instructional approach, specifically in the teaching and learning of English in Islamic secondary schools. The objective of this study was to conduct a quantitative analysis of how flipping the classroom affected Indonesian senior high school students' reading comprehension levels. There were 56 students participating in this study. The study's findings demonstrated an increase in students' reading comprehension scores after the students were taught by using flipped reading classroom. The results suggested that the Flipped Reading Comprehension Classroom has a considerable impact on the accomplishment of Islamic secondary school students, and it is recommended that it be applied in ELT classes due to its numerous advantages.

This study aims to develop an instrument that has not been developed before: a career awareness instrument aimed at students, especially students at the junior high school level. The development of this instrument is to obtain data on the condition of student career awareness during the Covid-19 pandemic. This research uses a type of design and development research. The selection of respondents in this study used a simple random sampling method involving 745 respondents. The developed instrument emphasizes six aspects to determine student career awareness. The data collection technique was applied in the form of a questionnaire. Later, the data was analyzed using the Winstep version of the Rasch Model application, which presents several elements. The results of the Rasch model analysis show that the Chronbach Alpha value is 0.78 with item quality as indicated by the item reliability value of 1.00 (particular category), and the level of consistency of respondents' answers is 0.81 (good category). Furthermore, 30 items are suitable for developing this instrument, as seen from the results of the Outfit MNSQ scores that meet the requirements of the Rasch model.

Since the outset of the COVID-19 pandemic early in 2020, English language learners could no longer learn from face-to-face interactions and had to adapt to online lessons. This paper reports a study that investigated their learning strategies during their online sessions. To achieve the objective, a survey was conducted with 257 university students who were taking an English course as a compulsory subject. Several questions in a questionnaire were designed to elicit their cognitive, affective, sociocultural, and interactive strategies. The findings showed that taking notes, attending recorded lectures, quietly observing online interactions, doing the assignments, chatting with their classmates, and utilizing internet-based lessons were the most prominent strategies. Their seemingly passive attitude seems to stem from the Asian culture in which they were raised. A reliable internet connection was seen as vital for their learning, playing games, and watching movies, which were the ways to relieve stress and boredom while studying at home. Chatting with classmates could give them a sense of community which probably helped them relieve stress and boredom. Overall, the paper offers insights into how EFL learners coped with difficult learning circumstances. Some suggestions for English teachers that are related to the enhancement of online teaching are then proposed based on these findings.

The COVID-19 pandemic transformed a traditional classroom setting into an online classroom setting, including the teaching and learning process in the English for Specific Purposes (ESP) context. The change influenced the students' motivational state. This study aimed to investigate the students' perception of the demotivating teaching strategies in ESP online learning classes during the COVID-19 pandemic. One hundred and sixty-five students of the Faculty of Vocational Studies in an Indonesian public university participated in the study. They completed a questionnaire that reflected their perception of the least and most motivating teaching strategies. Their perception was rank-ordered to find the teaching strategies that were demotivating. The results showed that the students did not feel motivated when the teachers mentioned that mistakes were a natural part of learning. They also perceived giving challenging tasks, creating group work, inserting personal content into assignments, and offering a variety of material as demotivating practices in ESP online classes. The results are expected to provide a solution and modeling to improve students' motivational state through motivating teaching strategies in ESP classes, especially in a vocational education setting. Further research should elaborate and expand the studies using more variables since students' motivation is influenced by many factors.

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.

During and after the COVID-19 pandemic, online learning has gained popularity. Video conferencing, such as Zoom, has become the new normal in almost every individual's life. The purpose of this study is to observe the usage and preference of Virtual Background (VB) during video conferencing through a survey, whereas the effect of VB on attention during online meetings is evaluated through an eye tracker experiment. An online survey is conducted to observe the usage and preference of Indonesian users of Zoom in applied VB. Based on the most preferred VB, an eye tracker experiment was conducted to evaluate participants' attention during online learning using the three most preferred VB: office VB, plain background, and thematic VB. Eye tracker parameters, including Percentage of Participants who Fixated (PFF), Total Fixation Duration (TFD), Time to First Fixation (TFF), and Fixation Count (FC), were measured. The survey result showed that 71% of 303 respondents preferred their lecturers to use VB during Zoom meetings, 26% preferred office VB, 25% preferred plain VB, and 20% preferred thematic VB. An experiment that is conducted to evaluate attention during online meetings with three different VBs using an eye tracker shows that attention to lecture in plain VB is the best compared to other VBs, shown by the highest value of TFF and lowest TFD and FC. Implications of the result are discussed.

Transitions in learning implementation have occurred at various levels of education during the COVID-19 pandemic. Learning that previously took place in conventional, face-to-face formats has been adjusted to fully online learning. Not all educational institutions are equally prepared for a pandemic, necessitating the study of student learning experiences and the strategies they employ in online classes during the pandemic. This study focuses on the positive and negative contributions of Virtual Learning Environment (VLE) features in student learning experiences and strategies during the pandemic. This study used a survey method consisting of closed- and open-ended questions. Data analysis using descriptive statistics and qualitative data analysis was employed to obtain several themes. Approximately 1,400 students from 23 higher education institutions across several provinces in Indonesia participated in this research. The results show both positive and negative contributions of VLE features. Among the VLE features that positively contribute to learning during the pandemic are video materials and downloadable documents. More than half of the respondents claimed there were no negative features of the VLE. Findings also revealed the most frequently reported negative aspect is poor internet performance. In addition, seven themes related to student learning strategies emerged including: considering the availability of infrastructure, monitoring the class schedule and calendar (or announcements), collaborating with peers, participating in the university's learning management system, applying notetaking strategies and other specific strategies, searching for additional learning resources, and no specific strategy applied while learning during the pandemic.

This study investigated the use and functions of metadiscourse markers in English as a foreign language (EFL) virtual classroom during the Covid-19 pandemic. The study examined which metadiscourse markers--interactive or interactional--were used more frequently and how they were employed in an EFL context. It explored two interactive metadiscourse resources (code glosses and evidentials) and two interactional metadiscourse resources (attitude and engagement markers). The study utilized a mixed-method approach, using Hyland's (2004) two-componential taxonomy, to analyze a corpus of 303,148 words from 35 online lectures (90 minutes each) delivered by three university instructors in the UAE. The Mann-Whitney U test was employed to determine any significant differences in the use of these resources and their subcategories. The results revealed that the three instructors used more interactional than interactive resources. The qualitative analysis showed that code glosses and evidentials were primarily used to manage the flow of information, provide elaboration on propositional content, and provide evidence to support arguments. They were also employed to achieve cohesion and logical coherence in online classrooms. In contrast, attitude and engagement markers were used to engage students and signal the instructors' attitudes toward their material and audience. The study concludes with pedagogical implications for EFL instructors, students, and syllabus designers to foster social justice and fairness in the online learning environment, ensuring all students feel valued and empowered in their educational journey.

This piece is presented from ongoing empirical research exploring barriers to student (re)engagement at a Midwestern university as COVID-19 persists. While college student personnel have worked to restore student life as campus operations have transitioned back in-person, college student engagement has struggled at many institutions across the United States. Taking a qualitative, phenomenological approach - with transformative leadership as a theoretical framework - this study revealed virtual exhaustion, student voice exclusion, and competing priorities as barriers to re-engaging with campus activities. This piece concludes with transformative advising as a possible approach for college student personnel to address these barriers alongside students.

The COVID-19 pandemic challenged education systems as a whole, which had to act on emergency and without previous experience. The aim of this study is to examine the Spanish Government's response to the lockdown scenario through social media and the current (post-pandemic) activity. We collected the Twitter output of the 11 accounts linked to educational and cultural bodies and institutions of the Spanish Government and the interaction of citizens with them. We undertook analyses of social media output in pandemic and post-pandemic times. At the same time, we conducted a content analysis of the 126 tweets posted during the pandemic that had the greatest impact. The results point to increased production during the pandemic and a peak in interactions during the period of strict lockdown. The qualitative analysis reveals that Twitter is mainly used as an information and unidirectional communication board, where the Spanish Government's commitment to resources and tools based on open licences stands out, offering alternatives for Education in times of COVID-19, mainly to teachers. Finally, the analysis has allowed us to identify elements of success in social media communication.

Engaging with physical education teachers who were compelled to integrate technology into their lessons during the COVID-19 pandemic is crucial to understanding how the pandemic has presented this 'new normal' circumstance. It is vital to gain insight into the initial experiences of physical education (PE) teachers who transitioned to online physical education (OLPE) teaching, as well as to identify potential areas for improvement in the future. This study investigated the perspectives of secondary school PE teachers on OLPE teaching during the COVID-19 lockdown, their professional development, online training opportunities and future perceptions. Using a mixed-methods approach, this study analysed data from 35 secondary school PE teachers in Fiji, using Google Forms to collect quantitative data and semi-structured interviews for qualitative data. The quantitative data was categorized by age, gender, school setting, qualifications, and teaching experience, while the qualitative data was analysed by themes. The study found that teachers struggled with OLPE due to lack of preparedness, poor Internet connectivity, and lack of emphasis on PE during lockdown. Despite their readiness, integrating technology remains challenging due to a lack of incentives, limited support, and fear of the unknown. The study emphasises the vital importance of technology in creating engaging and relevant PE experiences and recommends the provision of specialised resources, personalised curriculum guidance, and a change in teacher training institutions' paradigms to incorporate contemporary technological applications in PE.

As blended learning moved toward a new phase during the COVID-19 pandemic, advancements in artificial intelligence (AI) technology provided opportunities to develop more diverse and dynamic blended learning. This systematic review focused on publications related to the use of AI applications in blended learning. The original studies from January 2007 to October 2023 were extracted from the Google Scholar, ERIC, and Web of Science databases. Finally, 30 empirical studies under the inclusion criteria were reviewed based on two conceptual frameworks: four key challenges of blended learning and three roles of AI. We found that AI applications have been used mainly for the online asynchronous individual learning component in blended learning; little work has been conducted on AI applications that help connect online activities with classroom-based offline activities. Many studies have identified the role of AI as a direct mediator to help control flexibility and autonomy of students in blended learning. However, abundant studies have also identified AI as a supplementary assistant using advanced learning analytics technologies that promote effective interactions with students and facilitate the learning process. Finally, the fewest number of studies have explored the role of AI as a new subject such as use as pedagogical agents or robots. Considering the advancements of generative AI technologies, we expect more research on AI in blended learning. The findings of this study suggested that future studies should guide teachers and their smart AI partner to implement blended learning more effectively.

E-learning was the most preferred mode of instruction during COVID-19 pandemic. In March 2020, the Government of India closed all the educational institutions in India due to spread of COVID-19 pandemic. The closure of educational institutions affected the schools, colleges and universities. To overcome this, the HEI's adopted various online learning methods to reach out to students. E-learning was the method which HEI's adopted for continuing the education during COVID-19 pandemic. E-learning was one of the solutions which helped students to carry their teacher learning from the safety of their respective homes. It offered flexibility to students in terms of when and where they can learn. E-learning helped students and teachers in continuity of education during pandemic as it offered a quick and scalable solution for delivering educational content remotely which allowed students to continue their education without any interruption. The aim and objectives of the current study is to analyze the scenario of E-learning in India during COVID-19 pandemic. It also highlights the importance of E-learning platforms because of which it was adopted during pandemic. Further, the study also highlights various challenges faced by teachers and students during pandemic.

Many studies have recently focused on the importance of the effective integration of Information and Communication Technology (ICT) tools in science education and the need for science teachers to receive adequate training and support to use them effectively. This paper aims to explore the Albanian science teachers' perceptions and use of ICTs in teaching processes. The study provides an interpretative analysis of the opinions of science teachers teaching in the middle and high schools of several Albanian regions expressed in an online survey. Overall, the results suggest that the use of ICT by science teachers in Albania is limited by a lack of proper infrastructure, limited access to technology, and training of teachers on integrating technology. However, there are indications that the adoption of ICT in science education may increase in the future, particularly after the boost from the COVID-19 pandemic emergency.

The proliferation of technology and the heightened significance of e-learning in the midst of the COVID-19 pandemic transformed the perspectives and attitudes of educational stakeholders toward educational technology. The objective of this research was to explore the attitudes of higher education students toward e-learning. Data collection was conducted via a questionnaire. The findings demonstrated that the key benefit of e-learning, as reported by a substantial majority (77.0%) of participants, is the convenience of studying from home. This is closely followed by the advantage of learning at one's own pace, as 69.4% of respondents expressed. A considerable proportion (58.8%) highlighted the comfort factor associated with e-learning, along with the cost-saving aspect of reduced expenses on accommodation and transportation. Other advantages included the ability to access course materials remotely (57.6%) option to record meetings online (51.1%), regarding disadvantages of e-learning, the majority (59.4%) of respondents indicated that e-learning limits interaction with others, followed by social isolation (44.1%), lack of self-discipline (43.5%), internet problems (43.5%). The results showed that elearning was perceived to be less effective compared to conventional face-to-face learning. Also, we showed that, in general, there is no significant relationship between socio-demographic variables and attitudes toward e-learning. Only a few significant relationships were found regarding demographic variables on attitudes. We made educational implications for the next studies on our results.

This study identifies women college engineering students' perception of online Science, technology, engineering, and mathematics (STEM) learning and factors that influence their learning motivation during the COVID-19 period. By conducting interviews with ten women engineering students and applying attention, relevance, confidence, and satisfaction (ARCS) model, this study aims to answer two questions: (1) How did women college engineering students perceive their experience with online STEM learning during the pandemic? (2) What category/categories based on ARCS motivational design model primarily account for women college engineering students' learning motivation with online STEM learning during the pandemic? The results show that the online learning format influenced women college engineering students' perception regarding their academic plans, learning styles, learning environments, peer learning, and learning satisfaction. The most influential categories from ARCS model were 'confidence' and 'attention'. Findings suggest that the online STEM learning format influenced women college engineering students' learning motivation. The online format led to (1) low expectations for attention category when analyzed using ARCS model, (2) anticipation of more self-control, and (3) a desire for more peer interactions in their online STEM learning. As students would have new expectations for the role of online learning due to their experience during the pandemic, assessing women students' emerging motivational needs for STEM online learning is critical in developing a more inclusive instructional system design process in the future.

The COVID-19 pandemic had a significant impact on university enrollments around the world and caused significant challenges for students. This study examined how Canadian universities responded to the financial impacts of the pandemic on international and domestic students and how these responses differed. This work involved the identification and collection of public statements issued by selected Canadian universities during the first two years of the pandemic. This consisted of about 14,000 items posted on university public websites. Under the broad framework of the ecological theory of inclusion, an emergent theme content analysis was used to examine and organize data. This analysis confirmed that there was far less financial assistance provided to international students, and the amount of assistance provided to them was significantly disproportionate to the overall revenues generated by their enrollment at Canadian institutions.

The global imaginary contributes to the perpetuation of neo-colonial and neoliberal mentalities, which reinforce the political, cultural, and social dominance over international students. Through an exploration guided by interrelated theories of agency and transnational social fields, this study employs a narrative inquiry methodology with a constructivist research approach to comprehend and investigate the agency of international graduate students of Color amidst transnational mobility during the COVID-19 pandemic within a four-year public research institution in the United States. The research findings demonstrate that specific contexts and spaces shape the agency of international graduate students and (trans)form their present and future. This article reveals four distinct forms of agency: agency as negotiation in uncertainties, agency as resistance to forms of (neo)racism, agency for personal growth and (trans)formation, and agency within transnational futures.

This article casts light on informal caregiving, an essential aspect of the international postgraduate researcher (PGR) experience, but which is often invisible in literature and discourses on international education. Drawing from qualitative semi-structured interviews with international PGRs in a British university, it highlights their dual role as care recipients and lesser known caregivers across transnational and local spaces. It gives insights into the forms and dynamics of care that they give to and receive from family, friends and others, uncovering the emotional and affective aspects of undertaking a postgraduate research degree overseas which impact on their mental wellbeing. The findings have implications for the improvement of university support for international PGRs which has relevance for the wider international student community.

Among all the sectors, the hospitality and tourism sector has been detrimentally affected by the impact of the COVID-19 pandemic. This research aimed to determine how changes have been experienced specifically in the Turkish tourism higher education and tourism sector. Twenty-seven academics from the hospitality and tourism education departments were interviewed. Most agreed that restrictions have limited student access to hands-on practical courses and internships, which are crucial to developing necessary competencies. Moreover, the results showed the curriculum does not always meet the needs of the hospitality industry for a trained and skilled workforce. The challenge is to decide what else should be taught and what methods and teaching approaches should be used. As a result, industry-academia cooperation is necessary to reassess the curriculum programs to meet sector needs considering the pandemic impacts.

Establishing social connections is crucial for providing exceptional educational experiences, whether in-person or online. However, online teaching presents challenges for principals as it limits their ability to interact with students face-to-face, resulting in less contact time. Additionally, the current COVID-19 pandemic has intensified the administrative demands on school principals, further reducing their available time. This study investigated how school principals develop social relationships with teachers and students online, their feelings about it, their motivation, and how they acquired this knowledge. Using a qualitative, semi-structured, one-on-one interview methodology, the research explored the central question: How and why do school principals develop social relationships with teachers and students online? The findings uncovered that school principals employ various strategies to foster online social bonds with teachers and students. However, while the strategies used with teachers primarily focused on administrative functions and emotional support, those used with students were not intentionally geared towards academic engagement. As such, this research concludes that an opportunity exists for Jamaican school principals to fully harness the power of social relationships to enhance their students' academic performance. Consequently, a recommendation is that principals be offered various training opportunities to become more strategic in leveraging social connections to enrich learning experiences.

The digital pivot of 2020-21, which moved teacher education online, created a catalyst for teacher educators to develop their digital literacies. This paper reports on a Collaborative Inquiry which sought to examine the factors which influenced teacher educators' digital skills during this time. Additionally, this paper aims to address the need for research on digital technology in teacher education, as previous studies have reported that some student-teachers feel ill prepared to engage with digital technology in their practice. In seeking to examine the factors which influence the development of teacher educators' engagement with digital technology, this research adds to knowledge and understanding in this area, informing professional learning provision for teacher educators with digital technologies. The Technology Pedagogy and Content Knowledge (TPACK) model was used to examine the ways in which teacher educators were influenced in their practice and what impact this had on their experience. Analysis highlighted how the positioning of teacher educators within the framework influenced their experience of teaching online. The lived experiences of teacher educators when using technology for teaching online moved beyond their understanding of content, pedagogy, and technology, and highlighted the importance of context. Relationships, wellbeing, and emotional factors influenced engagement with digital technology as it mediated social practices. The findings add to knowledge and understanding of teacher educators' engagement with digital technology and have implications for professional development.

Education systems worldwide have been significantly disrupted due to the COVID-19 pandemic, creating an immediate need for a revamp of conventional teaching and learning techniques. To explore how this has affected the educational landscape, a scoping review was conducted. This scoping review aimed to examine the changes that occurred in the education field and to explore how it has transformed the educational landscape review. Using Arksey and O'Malley's methodology, 51 articles were selected for analysis from two leading databases: Scopus and Web of Science. All chosen articles were then subjected to thematic analysis. Three main aspects impacted by this global event were uncovered, which are technological advancements and digital transformation, changes in pedagogy and teaching methods, and mental health and well-being issues. This scoping review provides valuable insights into one of the most critical sectors affected by COVID-19, which can assist with planning future strategies for similar crises.

Distance education institutions worldwide are adopting online learning to take advantage of its benefits. However, online learning is often seen as a mode of delivery that will work for any distance education institution in any context. The increased relevance of online learning during and after the COVID-19 pandemic has further exaggerated the adoption of online learning, which requires ongoing research on the actual use of online learning, and this study responds to this need. Therefore, this study aimed to determine how online learning is used in an open distance learning (ODL) context. A case study on the implementation of online learning was conducted at an ODL university in South Africa. Data were collected through open-ended questionnaires, interviews, and non-participant online observation. Participants were purposefully selected academics from various colleges in the university. Findings reveal that awareness of educational choices in the online environment appeared to be neglected. Based on the findings, the study presents a framework for online learning in ODL. It is built on the concept of awareness, and we argue that the integration of online learning should be carefully curated and planned with intentional institutional, lecturer, and student awareness. The principles of the theories of transactional distance, the community of inquiry, social constructivism and heutagogy should guide the operationalisation of each type of awareness presented in the framework.

Purpose: Flexible learning is a delivery modality associated with positive outcomes, but its use at the height of the COVID-19 pandemic has been associated with dark student experiences, such as poor interest and dishonesty among students. To understand how and why many tertiary students lost their motivation and became disengaged in pandemic-era flexible learning, this qualitative research was designed. Methodology: A total of 27 tertiary students in five separate groups volunteered to be interviewed. A focus group discussion protocol was developed based on the propositions of Self-Determination Theory (SDT) and this protocol produced about eight hours of narrative data in audio form. The researcher performed thematic analysis to make sense of the transcriptions of the data, and the initial codes and themes were subjected to an external audit for purposes of methodological integrity. Findings: Eight need-thwarting behaviors of key social agents emerged, such as instructors' rigid and negligent behaviors, peers' indifferent and selfish behaviors, and burdensome behaviors of people at home. These behaviors were tied to participants' cognitive appraisals of psychological need frustration that emerged in eight themes, which comprised having problems balancing school and home obligations, believing that outputs were misevaluated, and feelings of disconnection from peers. These appraisals could be related to seven themes of motivation and engagement issues reported by participants, notably amotivation, poor concentration, low effort, and dishonesty. Significance: The findings highlight the importance of addressing these need frustrations in order to improve tertiary students' motivation and engagement in academic tasks delivered through flexible learning in higher education.

The COVID-19 pandemic has prompted significant changes in education, including a widespread transition from traditional, in-person instruction to online learning, which has also affected music conservatories. This study investigates the relationship between social outcome expectations and teacher satisfaction with remote education (SRE) among conservatory music professors during the pandemic. Rooted in the Social Cognitive Theory (SCT), the study examines whether technostress mediates this relationship and whether the intention to use information and communication technology (ICT) moderates it. A cross-sectional survey was conducted among 108 Italian conservatory teachers through an online self-report questionnaire. The results indicate a negative indirect effect of social outcome expectations on teacher satisfaction through technostress. However, surprisingly, the direct effect was positive and stronger. The study suggests that social expectations lead to technostress. Still, they also present an opportunity for music educators to embrace the challenge of remote education and increase their satisfaction with it.

Background: Although students in teacher education programmes in Namibia study through the medium of English, their academic language (AL) proficiency remains a challenge for most of them. In the Junior Primary Education programmes, they are not only required to master AL for their own studies, but they must also learn how to teach emergent academic AL in the primary school. Aim: This study aimed to address this dual challenge, a practitioner research study was undertaken to assess and compare students' AL proficiency skills in English cross sectionally in 2020. Setting: The study was conducted online with (N = 78) student teachers at one of 12 campuses of the University of Namibia during the COVID-19 pandemic period. Methods: A standardised test compiled by Uccelli et al. was administered to 78 randomly selected students to measure their core AL skills. Results: The assessment results revealed distinct gaps in students' AL proficiency. In addition, the findings demonstrated a statistically significant variance in assessment outcomes across different year groups. Conclusion: The university, despite provision of several courses, has taken note that AL should ideally be integrated across the curriculum. Contribution: The study revealed usable evidence about students' AL proficiency, indicating patterns across cohorts.

The abrupt shift to online instruction that occurred in spring 2020, often referred to as emergency remote teaching (ERT), caught many world language educators off guard. To prepare for future disruptions to face-to-face learning and illustrate promising online teaching practices that emerged during this extended period of time that could serve to expand and enhance world language instruction, it is important to understand how ERT influenced K-12 world language programs around the world. To help the world language teaching community better understand how ERT influenced world language instruction, a team of researchers collected interview data from world language teachers and students in the United States and Germany. Results confirmed that instruction was negatively impacted by the sudden shift to online formats, explained how and why instruction was influenced, and identified promising practices exhibited by teachers to mitigate the negative impact of ERT. World language teachers, stakeholders, and school leaders may wish to consider the results of this study to lessen the impact of future disruptions to on campus learning and to enhance the growing presence of online learning in schools.

This study aimed to explore the provision of learning experiences for early childhood development at Childhood Development Centers (CDCs) during the COVID-19 pandemic, focusing on the "what" and "how" aspects. Data were collected from 57 participants through in-depth interviews and group interviews involving parents of young children, teachers/caregivers at CDCs, community leaders and committees, as well as relevant government agencies in two areas of Thailand. Content analysis was utilized to analyze the qualitative data gathered between July and November 2020. The findings revealed that CDCs employed various forms of capital, including: human, group and network, local wisdom, organizational, financial, and natural resources, to adhere to the National Childhood Development Center Standards. CDCs provided three distinct patterns of learning experiences for children: 1) Community participation within the local area, involving parents and networks associated with CDCs. 2) Enhancement of systems and mechanisms for collaboration with early childhood development among government, private sectors, and academic sectors at the district level. 3) Promotion of health and wellness among early childhood during the COVID-19 pandemic through encouraging child development, improving nutrition, and preventing the spread of COVID-19.

This study explored parents' perceptions pertaining to online learning in the state of Qatar during COVID-19 pandemic. Six hundred and eighty-eight parents were surveyed, and data was analyzed statistically using SPSS 28.0. Findings suggest that parents perceived online learning positively only when a set of conditions coexisted, including parental readiness, school support, and abundance of online resources. Moreover, parents viewed in-person learning to be of higher quality than remote learning, believing that academic progress and well-being were stymied through online learning. Moreover, parents suggested a road map for leveraging the quality of online learning, which sheds light on the importance of a solution that is family-centered, accounting for parental multitasking; apprehending economic and social pressures; responding to the cultural context; and securing student well-being.

While the outcome of the COVID-19 pandemic was largely the same across higher education institutions (HEI) -- a rapid transition to online teaching and learning (OTL) -- the processes and institutional support leading to this transition varied greatly. As such, the perception and anxieties experienced by faculty warrant exploration as these perceptions likely dictate the future of online teaching and learning within higher education institutions. Through the use of tweets made during the pandemic and interviews with faculty, this study reveals the emotional stress experienced by faculty when playing multiple, unfamiliar roles hindered the implementation of online teaching and learning initiatives. This hindrance may in part be alleviated through well-targeted institutional support.

The frequency of disruptions to the function of Palestine's education systems highlights the need for Palestinian educational institutions to implement online delivery of institutional services and course content in order to ensure reliable access for teachers and students. This qualitative case study explored the beliefs and perceptions of five teachers of English as a foreign language who worked at a Palestinian university that transitioned to online emergency remote teaching during the 16-month-long halt to face-to-face instruction forced by the COVID-19 pandemic. Semi-structured interviews were used to collect data throughout the school closure period, and findings derived by thematic analysis showed that the teachers, including three with no experience teaching online, faced challenges but eventually adapted to the situation. The data revealed agreement and divergence among the teachers regarding the benefits and downsides of moving their courses online. An overarching theme of uncertainty emerged as a characteristic of the teachers' practices and work lives during the study period, with the shock transition to e-learning, labour intensive teaching conditions, inadequate e-learning infrastructures, and four types of classroom impacts identified as primary contributing factors. By the conclusion of the study, all teachers agreed that e-learning will play an increasingly important role in the future of education in Palestine, and four were willing to continue teaching online. By identifying associated benefits and challenges and highlighting influences that physical and cultural contexts can have on the transition to online education, this study contributes to the literature regarding the adoption of e-learning at universities in developing countries.

This paper describes a qualitative study that examined the lived experience of 50 English language instructors who transitioned from in-person teaching to online instruction during the COVID pandemic of 2020. The purpose of this study focused on the contrast between systematic online English language teacher preparation and rapid migration to identify strategies that can facilitate sudden shifts in instructional contexts. The data that was collected through snowball sampling with an anonymous Qualtrics survey revealed that during this rapid transition, instructors struggled with learning the technological pedagogy skills, establishing connections with their students, implementing assessment practices, and organizing student interactions. After a description of the findings, the article concludes with implications for teacher education for online English language instruction.

The capacity to generate prediction is indispensable in daily existence, particularly amidst the swift transformations that are occurring on a global scale. Therefore, this study aimed to analyze the levels of prediction ability among mathematics students when presented with data in graphs. A qualitative approach was adopted, involving 37 mathematics students, using taskbased tests and interviews as data collection techniques. The results showed that the ability of most students to make a prediction based on the COVID-19 graph was at a multi-structural level of 35.14%. This level was characterized by students making predictions based on the trends of the pandemic graph patterns, but they tended to overlook the overall patterns. The prediction generated at the unistrutural, multistructural, relational, and extended abstract levels was considered reasonable because of the graph or data provided. These findings indicated the existence of predictive reasoning conducted by students in making predictions of problems related to the COVID-19 graph. The insights gained into the prediction ability prompted teachers to enhance graphic literacy instruction, to equip students with the skills needed to thrive in the 21st century.

Grounded in the literature on peer social capital, this study examines middle school students' perspectives on COVID-19-related changes in their peer interactions and friendships. Qualitative analyses of 146 students' survey responses showed that a majority experienced changes in their peer interactions and friendships. These students reported: (a) lasting changes in social-emotional states impacted peer interactions and friendships (e.g., increased anxiety); (b) changes in relationships (e.g., loss of friendships); and (c) visible changes in peer interactions (e.g., reduction in sharing behavior). Conversely, a small group of students perceived the changes in their peer interactions positively. The author argues that this paper's findings have farther-reaching implications than the pandemic, given other types of educational disruptions. Implications for educators, schools, and communities are discussed.

The research evaluates the impact of face-to-face and online flipped learning (OFL) on the academic performance in students of single-degree (SD) and double-degree (DD), compared to that achieved in the traditional methodology. A descriptive, quasi-experimental, cross-sectional, quantitative study was carried out with a sample of 223 university marketing and communication students. The study was conducted in three phases: before, during, and after the COVID-19 pandemic. Results align with previous studies, which find that flipped learning (FL) face-to-face yields higher performance than traditional methodology. Like other studies, the highest scores in asynchronous activities were found for DD students. However, this study reveals that those adopting FL, both online and face-to-face, demonstrated superior academic performance compared to SD students using the traditional method in practical assessments. Notably, DD students who used OFL methodology outperformed their SD peers who used the traditional method in the overall subject score and in the synchronous and asynchronous activities. Furthermore, although modality did not influence the ratings of FL methodology; DD students who experienced this methodology online or face-to-face reported more positively on their attitudes, perceptions, interactions, academic results, and perceived satisfaction than SD students. These findings contribute to understanding of how the adoption of diverse learning methods and modalities influence the performance, attitudes, perceptions, interactions, results, and satisfaction of SD and DD students in the fields of marketing and communication. In conclusion, university business education institutions can enhance student performance and satisfaction by expanding DDs offerings and integrating active learning methods.

The COVID-19 pandemic has had a profound impact on the education sector worldwide, and on undergraduate students in particular. This Scoping Review seeks to unearth research examining the psychosocial impact of the pandemic on undergraduate students in the regions of North America, Latin America, and the Caribbean. Additionally, this review explores students' coping mechanisms as a means to guide researchers in conducting informed investigations and to allow institutions in making meaningful decisions to combat the effects of the pandemic and future disruptions. Despite the wealth of research on COVID-19, findings from this review show a notable scarcity of literature specifically focused on undergraduate students. Findings reveal a consensus among studies regarding increased stress, anxiety, and depression among undergraduate students. Coping strategies employed by students highlight possible challenges such as overuse of social media and substance use, but they also shed light on potential interventions including physical activities, emotional strategies, and social supports. Future research should focus on filling the gaps in the existing literature and assessing the efficacy of targeted interventions. By gaining a deeper understanding of undergraduate student experiences and identifying effective support mechanisms, we can enhance the overall well-being and academic success of students.