CollegeDekho

Frequently Search

Couldn’t find the answer? Post your query here

  • अन्य आर्टिकल्स

कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) - Covid-19 महामारी पर हिंदी में निबंध

  • कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) 100, …
  • कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) 100 …
  • कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) 200 …
  • कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) 500 …
  • कोरोना वायरस पर निबंध 10 लाइन हिंदी में (Essay on …

कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi)

कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) 100, 200 और 500 शब्दों में 

कोरोना वायरस पर निबंध (essay on coronavirus in hindi) 100 शब्दों में , कोरोना वायरस पर निबंध (essay on coronavirus in hindi) 200 शब्दों में, कोरोना वायरस पर निबंध (essay on coronavirus in hindi) 500 शब्दों में, covid-19 पर निबंध - प्रस्तावना , कोरोना वायरस की उत्पत्ति, कोरोना वायरस से बचाव के उपाय.

  • अपने हाथों को बार-बार धोएं। हाथ धोने से कोरोना वायरस के फैलने का जोखिम कम हो जाता है। हाथों को कम से कम 20 सेकंड तक साबुन और पानी से धोना चाहिए। यदि साबुन और पानी उपलब्ध नहीं हैं, तो अल्कोहल-आधारित हैंड सैनिटाइज़र का उपयोग किया जा सकता है।
  • संक्रमित व्यक्ति से दूर रहें। कोरोना वायरस संक्रमित व्यक्ति के खांसने या छींकने से निकलने वाले महीन बूंदों के माध्यम से फैलता है। यदि आप किसी ऐसे व्यक्ति के संपर्क में हैं जो संक्रमित है, तो अपने लक्षणों पर ध्यान दें और यदि आपके कोई लक्षण दिखाई दें तो तुरंत चिकित्सा सहायता लें।
  • सार्वजनिक स्थानों पर मास्क पहनें। मास्क पहनने से कोरोना वायरस के फैलने से बचाव में मदद मिल सकती है।
  • अपने चेहरे को छूने से बचें। अपने चेहरे को छूने से कोरोना वायरस आपके शरीर में प्रवेश कर सकता है।
  • स्वस्थ आहार खाएं, पर्याप्त नींद लें और नियमित रूप से व्यायाम करें।
  • भीड़-भाड़ वाले स्थानों पर जाने से बचें।
  • सार्वजनिक परिवहन का उपयोग करने से बचें।

COVID-19 पर निबंध - निष्कर्ष

कोरोना वायरस पर निबंध 10 लाइन हिंदी में (essay on coronavirus in 10 lines in hindi) .

  • कोरोना वायरस उन वायरस के समूह से है जो बहुत तेजी से संक्रमित करते हैं।
  • कोरोना वायरस की शुरुआत चीन के वुहान शहर से हुई जहां इसे इंसानों ने बनाया।
  • भारत में कोरोना वायरस का पहला मामला जनवरी 2020 में सामने आया था।
  • कोरोना वायरस खांसने और छींकने से फैलता है और खांसते और छींकते समय हमें अपना मुंह और नाक ढक लेना चाहिए।
  • हमें अपनी सुरक्षा के लिए मास्क पहनना चाहिए और अपने हाथों को नियमित रूप से साफ करना चाहिए।
  • हमारी सुरक्षा के लिए, सरकार ने इस वायरस के प्रसार को रोकने के लिए पूरे देश को बंद कर दिया था।
  • कोरोना वायरस के कारण स्कूल को ऑनलाइन कर दिया गया था और छात्र घर से पढ़ाई करते थे।
  • कोरोना वायरस के कारण लॉकडाउन में सभी लोग घर पर थे।
  • इस दौरान बहुत से लोगों ने अपने परिवार के सदस्यों के साथ खूब समय बिताया।
  • खुद को सुरक्षित रखने के लिए नियमित रूप से हाथ धोना और चेहरे पर मास्क पहनना बहुत जरूरी है।

Are you feeling lost and unsure about what career path to take after completing 12th standard?

Say goodbye to confusion and hello to a bright future!

क्या यह लेख सहायक था ?

सबसे पहले जाने.

लेटेस्ट अपडेट प्राप्त करें

क्या आपके कोई सवाल हैं? हमसे पूछें.

24-48 घंटों के बीच सामान्य प्रतिक्रिया

व्यक्तिगत प्रतिक्रिया प्राप्त करें

बिना किसी मूल्य के

समुदाय तक पहुंचे

समरूप आर्टिकल्स

  • सैनिक स्कूल सिलेबस 2024 (Sainik School Admission Syllabus 2024): विषयवार सिलेबस यहां देखें
  • सैनिक स्कूल एडमिशन 2024 (Sainik School Admission 2024 in Hindi): एडमिट कार्ड जारी, परीक्षा तारीख, पात्रता और स्कूल
  • अंतर्राष्ट्रीय महिला दिवस पर भाषण (International Women's Day Speech in Hindi) - छात्रों के लिए छोटा और बड़ा भाषण यहां देखें
  • होली पर निबंध (Essay on Holi in Hindi): इतिहास, महत्व, 200 से 500 शब्दों में होली पर हिंदी में निबंध लिखना सीखें
  • 15 अगस्त पर हिंदी में भाषण (15 August Speech In Hindi): स्वतंत्रता दिवस पर 500 शब्दों में भाषण
  • गणतंत्र दिवस 2024 पर भाषण (Republic Day Speech in Hindi) - 26 जनवरी पर शानदार भाषण लिखने का तरीका यहां जानें

नवीनतम आर्टिकल्स

  • जेएनवीएसटी रिजल्ट 2024 (JNVST Result 2024): नवोदय विद्यालय कक्षा 6वीं और 9वीं का रिजल्‍ट
  • सीटीईटी रिजल्ट 2024 स्टेटिस्टिक्स जारी (CTET Result 2024 Statistics Out): पंजीकृत वर्सेस उपस्थित वर्सेस योग्य उम्मीदवारों का विश्लेषण
  • सीटेट 2024 में अच्छा स्कोर (Good Score in CTET Exam 2024) क्या है?
  • सीटेट रिजल्ट 2024 कैसे चेक करें? (How to Check CTET Result 2024) - सीटीईटी स्कोर कार्ड @ctet.nic.in से डाउनलोड करें

ट्रेंडिंग न्यूज़

सैनिक स्कूल रिजल्ट 2024 क्लास 6 (Sainik School Result 2024 Class 6 in Hindi) जल्द - AISSEE रिजल्ट डेट, लिंक, कैसे चेक करें

Subscribe to CollegeDekho News

  • Select Stream Engineering Management Medical Commerce and Banking Information Technology Arts and Humanities Design Hotel Management Physical Education Science Media and Mass Communication Vocational Law Others Education Paramedical Agriculture Nursing Pharmacy Dental Performing Arts

कॉलेजदेखो के विशेषज्ञ आपकी सभी शंकाओं में आपकी मदद कर सकते हैं

  • Enter a Valid Name
  • Enter a Valid Mobile
  • Enter a Valid Email
  • By proceeding ahead you expressly agree to the CollegeDekho terms of use and privacy policy

शामिल हों और विशेष शिक्षा अपडेट प्राप्त करें !

Details Saved

covid 19 effect on education essay in hindi

Your College Admissions journey has just begun !

Try our AI-powered College Finder. Feed in your preferences, let the AI match them against millions of data points & voila! you get what you are looking for, saving you hours of research & also earn rewards

For every question answered, you get a REWARD POINT that can be used as a DISCOUNT in your CAF fee. Isn’t that great?

1 Reward Point = 1 Rupee

Basis your Preference we have build your recommendation.

  • चमकेगी कन्हैया की किस्मत
  • GG vs UPW Highlights
  • Indira Tiwari
  • Manipur Violence
  • Mohali News
  • Gaya Accident
  • Mohammed Shami

कोविड-19 और लॉकडाउन का 1 साल: कोरोना की दूसरी लहर में कैसी होगी स्कूली शिक्षा?

vaibhav Kumar

Link Copied

coronavirus covid 19 lockdown impact effect on education system migrant labourers

एड फ्री अनुभव के लिए अमर उजाला प्रीमियम सब्सक्राइब करें

Next Article

Please wait...

अपना शहर चुनें

user image

Today's e-Paper

News from indian states.

  • Uttar Pradesh News
  • Himachal Pradesh News
  • Uttarakhand News
  • Haryana News
  • Jammu And Kashmir News
  • Rajasthan News
  • Jharkhand News
  • Chhattisgarh News
  • Gujarat News
  • Health News
  • Fitness News
  • Fashion News
  • Spirituality
  • Daily Horoscope
  • Astrology Predictions
  • Astrologers
  • Astrology Services
  • Age Calculator
  • BMI Calculator
  • Income Tax Calculator
  • Personal Loan EMI Calculator
  • Car Loan EMI Calculator
  • Home Loan EMI Calculator

Entertainment News

  • Bollywood News
  • Hollywood News
  • Movie Reviews
  • Photo Gallery
  • Hindi Jokes

Sports News

  • Cricket News
  • Live Cricket Score

Latest News

  • Technology News
  • Car Reviews
  • Mobile Apps
  • Sarkari Naukri
  • Sarkari Result
  • Career Plus
  • Business News
  • Europe News

Trending News

  • UP Board Result
  • HP Board Result
  • UK Board Result
  • Utility News
  • Bizarre News
  • Special Stories

Other Properties:

  • My Result Plus
  • SSC Coaching
  • Advertise with us
  • Cookies Policy
  • Terms and Conditions
  • Products and Services
  • Code of Ethics

Delete All Cookies

फॉन्ट साइज चुनने की सुविधा केवल एप पर उपलब्ध है

covid 19 effect on education essay in hindi

क्षमा करें यह सर्विस उपलब्ध नहीं है कृपया किसी और माध्यम से लॉगिन करने की कोशिश करें

  • तत्काल अपील
  • अभी दान कीजिए

भारत

  • हाइ कांट्रास्ट
  • हमारे बारे में
  • हमारा इतिहास
  • भारत में बच्चे
  • हमारे सहयोगी
  • हम कहाँ काम करते हैं
  • अक्‍सर पूछे जाने वाले प्रश्‍न
  • हमें संपर्क करें
  • प्रेस सेंटर

यूनिसेफ़ खोजें

भारत में कोरोनावायरस के बारे में: जरूरी जानकारी, एक उपन्यास कोरोनावायरस (cov) कोरोनवायरस का एक नया तनाव है।.

30 years old Kusum showcases handwashing with soap techniques along with her sister-in-law at her house in Kamla Ganj, Shivpuri.

  • में उपलब्ध:

नोवेल कोरोनावायरस क्या है ? नोवेल कोरोनावायरस, यह कोरोना वायरस का नया नस्ल है| सबसे पहले वुहान, चीन में पता लगने वाले नोवेल कोरोनावायरस से होने वाली बीमारी को कोरोनावायरस डिजीज (COVID-19/कोविड - 19) कहते हैं | 

CO कोरोना के लिए, VI - वायरस के लिए और D - डिजीज के लिए है | पहले इस बीमारी को ‘2019 नोवेल कोरोनावायरस’ या ‘2019-nCoV.’ के नाम से जाना जाता था |

COVID-19/कोविड - 19 वायरस, Severe Acute Respiratory Syndrome (SARS) से जुड़ा हुआ एक नया वायरस है|

COVID-19/कोविड - 19 वायरस किस तरह फैलता है? यह वायरस किसी पीड़ित व्यक्ति के खांसने या छींकने से सांस के कणों/बूंदों के सीधे संपर्क में आने से या वायरस से संक्रमित सतह को छूने से फैलता है | COVID-19/कोविड - 19 वायरस कुछ घंटों तक अपनी सतह पर जीवित रहता है लेकिन इसे किसी साधारण निस्संक्रामक से ख़त्म किया जा सकता है | कोरोनावायरस के लक्षण क्या हैं?

इसके लक्षणों में बुखार, खांसी, जल्दी-जल्दी सांस लेना आदि हो सकता है | अधिक गंभीर मामलों में निमोनिया या सांस की तकलीफ आदि हो सकते हैं | और गंभीर लेकिन कम मामलों में इससे जान भी जा सकती है | इसके लक्षण फ्लू (इन्फ्लुएंजा) या सामान्य सर्दी-जुकाम से मिलते जुलते हैं, जिनकी सम्भावना COVID-19/कोविड - 19 की अपेक्षा अधिक है | 

इसलिए इसमें टेस्ट करना ज़रूरी है जिससे किसी को COVID-19/कोविड - 19 होने पर पता चल सके | ये जानना महत्वपूर्ण है कि इससे बचाव के वही सामान्य तरीके हैं - बार-बार हाथ धोना और सांस लेने सम्बन्धी सावधानियां (खांसते या छींकते समय टिश्यू या कोहनी को मोड़ कर अपना मुंह और नाक ढक लें और इस्तेमाल के बाद टिश्यू को किसी बंद कूड़ेदान में फ़ेंक दें) |

इसके संक्रमण के खतरे से हम किस तरह बच सकते हैं?

यहाँ चार सावधानियां बताई जा रही हैं, जिससे आप और आप का परिवार संक्रमण से बच सकता है:

icon 1

निरंतर अपना हाथ साबुन या अल्कोहल आधारित हैंड-रब से साफ़ करें |

icon 2

खांसते या छींकते समय टिश्यू या कोहनी को मोड़ कर अपना मुंह और नाक ढक लें और इस्तेमाल के बाद टिश्यू को नष्ट कर दें |

icon 3

अगर आपको या आपके बच्चे को बुखार, खांसी या सांस की तकलीफ हो तो अपने स्वास्थ्य कर्मी या डॉक्टर से संपर्क करें ।

icon 4

सर्दी-जुकाम या फ्लू के लक्षणों वाले किसी भी व्यक्ति के संपर्क में आने से बचें |

क्या मुझे मेडिकल मास्क पहनना चाहिए?

यदि आपको सांस से सम्बंधित लक्षण हैं (खांसी और छींकना) तो और लोगों को बचाने के लिए आपको मेडिकल मास्क पहनना चाहिए | अगर आपको कोई लक्षण नहीं है तो आपको मेडिकल मास्क पहनने की ज़रुरत नहीं है | 

अगर आप मास्क पहनते हैं तो उसे सही ढंग से इस्तेमाल करने के बाद नष्ट कर देना चाहिए जिससे उसका सही असर हो और उससे किसी और में वायरस का संक्रमण न फैले | 

केवल मास्क पहनने से ही संक्रमण से बचाव नहीं होता है, इसलिए इसके साथ बार-बार हाथ धोना, छींकते और खांसते समय मुंह ढकना और किसी सर्दी या फ्लू के लक्षणों (खांसी, छींक, बुखार) वाले व्यक्ति से सीधे संपर्क से बचना ज़रूरी है |  

क्या COVID-19/कोविड - 19 बच्चों को प्रभावित करता है ?

ये एक नया वायरस है और अभी हमें इस बारे में अधिक जानकारी नहीं है कि ये बच्चों को किस प्रकार प्रभावित करता है | हम जानते हैं कि इस वायरस से कोई भी प्रभावित हो सकता है लेकिन अभी तक COVID-19/कोविड - 19 से बच्चों के प्रभावित होने के कम मामले ही सामने आये हैं | मुख्य रूप से कोविड - 19 पहले से बीमार वृद्ध लोगों के मामले में अधिक प्रभावित करता है |

अगर मेरे बच्चे में COVID-19/कोविड - 19 के लक्षण दिखें तो मुझे क्या करना चाहिए ?

डॉक्टर को दिखाएँ, लेकिन याद रखें कि इस समय उत्तरी गोलार्द्ध (hemisphere) में फ्लू का मौसम चल रहा है और COVID-19/कोविड - 19 के लक्षण जैसे खांसी या बुखार फ्लू या असामान्य सर्दी-जुकाम में भी होते हैं - जिसकी सम्भावना बहुत अधिक है |

हाथ और सांस सम्बन्धी स्वच्छता का पूरा ध्यान रखें, जैसे लगातार हाथ धोना और बच्चों को सभी टीके लगे होना - जिससे आपका बच्चा बीमारियां पैदा करने वाले अन्य वायरस और बैक्टीरिया से बचा रहे |

आपको या आपके बच्चे को फ्लू की तरह अन्य सांस सम्बन्धी संक्रमण के लक्षण होने पर भीड़ वाली जगह (काम की जगह, स्कूल, पब्लिक ट्रांसपोर्ट) में जाने से बचें, जिससे अन्य लोगों में ये संक्रमण न फैले |

अगर मेरे परिवार के किसी सदस्य में इसके लक्षण दिखें तो मुझे क्या करना चाहिए ?

अगर आपको या आपके बच्चे को बुखार, खांसी या सांस की तकलीफ हो तो तुरंत डॉक्टर को दिखाना चाहिए | अगर आप किसी ऐसी जगह गए हैं जहाँ COVID-19/कोविड - 19 के मामले सामने आये हों, या किसी ऐसे व्यक्ति के संपर्क में आये हों जो ऐसे जगह पर गया हो और उसे सांस सम्बन्धी तकलीफ हो, तो आप पहले ही अपने डॉक्टर को संपर्क करें |

क्या मुझे अपने बच्चे को स्कूल नहीं भेजना चाहिए ?

अगर आपके बच्चे में ये लक्षण हैं तो डॉक्टरी मदद लें और डॉक्टर की सलाह मानें, अन्यथा फ्लू जैसे सांस के अन्य संक्रमण के मामले में बच्चे को घर पर आराम करने दें और भीड़ वाली जगह में जाने और संक्रमण फैलने से रोकें |

अगर आपके बच्चे में बुखार, खाँसी जैसे लक्षण नहीं हैं और स्वास्थ्य या स्कूल सम्बन्धी कोई सलाह नहीं जारी किया गया है - तो बेहतर होगा कि आप अपने बच्चे को स्कूल भेजें |

बच्चे को स्कूल न भेजने के बजाय उसे स्कूल और अन्य स्थानों पर हाथ और सांस सम्बन्धी स्वच्छता, जैसे बार-बार हाथ धोना (नीचे देखें), कोहनी मोड़ कर या टिश्यू से खांसते या छींकते समय मुंह और नाक ढक लेना और इस्तेमाल के बाद टिश्यू को किसी बंद कूड़ेदान में फ़ेंक देना और गंदे हाथ से अपनी आँख, मुंह या नाक न छूना आदि सिखाएं |

सही ढंग से हाथ धुलने का सबसे अच्छा तरीका क्या है ?

पहला चरण  – नल के / बहते पानी में हाथ गीला करिए |

दूसरा चरण  – पूरे हाथ के लिए पर्याप्त साबुन लीजिये |

तीसरा चरण  – पूरे हाथ को कम से कम 20 सेकंड तक साबुन से मलिए – हाथ के पीछे, उँगलियों के बीच में और नाखूनों के अंदर भी |

चौथा चरण  - नल के / बहते पानी में हाथ अच्छे से धुलिये |

पांचवां चरण  – साफ़ कपड़े या एक बार इस्तेमाल करने वाले तौलिये से हाथ पोछें |

निरंतर हाथ धोइए, विशेष रूप से खाने से पहले, नाक साफ करने के बाद, खांसने या छींकने के बाद और बाथरूम में जाने के बाद|

अगर साबुन और पानी उपलब्ध न हो तो अल्कोहल युक्त सैनीटाईज़र, जिसमे कम से कम 60% अल्कोहल हो, से हाथ साफ़ करें | अगर हाथ देखने में गन्दा लग रहा हो तो, साबुन और पानी से हाथ साफ करें |

यात्रा करते हुए मुझे अपने परिवार के लिए क्या सावधानियां बरतनी चाहिए ?

किसी दूसरे देश की यात्रा करने से पहले वहां के सम्बन्ध में जारी कोई यात्रा सम्बन्धी सलाह, देश में प्रवेश के सम्बन्ध में किसी प्रकार की रोक, प्रवेश के समय क्वारंटाइन सम्बन्धी निर्देश या अन्य कोई सलाह के बारे में जानकारी प्राप्त कर लें |

यात्रा सम्बन्धी सामान्य सावधानियों के साथ, क्वारंटाइन से बचने के लिए या अपने देश में वापस लौटने के प्रतिबन्ध से बचने के लिए, आपको इंटरनेशनल एयर ट्रांसपोर्ट एसोसिएशन की वेबसाइट पर COVID-19/कोविड –19 के बारे में ताज़ा स्थिति (the latest COVID-19 update on the International Air Transport Association website) की जानकारी प्राप्त कर लें |

किसी भी यात्रा के दौरान सभी अभिभावक खुद के लिए और अपने बच्चों के सम्बन्ध में स्वच्छता सम्बन्धी मानकों का पालन करें: बार-बार हाथ धुलें या अल्कोहल युक्त सैनीटाईज़र, जिसमे कम से कम 60% अल्कोहल हो, से हाथ साफ़ करें, सांस सम्बन्धी स्वच्छता (कोहनी मोड़ कर या टिश्यू से खांसते या छींकते समय मुंह और नाक ढक लेना और इस्तेमाल के बाद टिश्यू को नष्ट कर देना) का पालन करें और किसी खांसने या छींकने वाले के संपर्क में आने से बचें | इसके अतिरिक्त अभिभावकों को ये सलाह है कि वे हमेश अपने साथ हाथ साफ करने वाला सैनीटाईज़र, डिस्पोजेबल टिश्यू और कीटाणु नाशक वाइप्स साथ रखें |

इसके अतिरिक्त ये करने की भी सलाह दी जाती है की किसी विमान या अन्य किसी गाड़ी में बैठते समय कीटाणु नाशक वाइप्स से अपनी सीट, आर्म्स रेस्ट, टच स्क्रीन आदि को साफ कर लें | जिस होटल में आप और आपके बच्चे रुकें, वहां भी कीटाणु नाशक वाइप्स से चाबियाँ, दरवाजों के हैंडल, रिमोट कण्ट्रोल आदि साफ कर लें |  

क्या किसी गर्भवती महिला से उसके बच्चे में कोरोनावायरस जा सकता है ?

अभी तक इस विषय में पर्याप्त जानकारी उपलब्ध नहीं है कि किसी गर्भवती महिला से गर्भावस्था के दौरान उसके बच्चे में वायरस जा सकता है या नहीं और इसका उसके बच्चे पर क्या प्रभाव हो सकता है | इस बारे में शोध अभी जारी है | गर्भवती महिलाओं को इस वायरस के संपर्क में आने से बचने के लिए ज़रूरी सावधानियों को अपनाएं और बुखार, खांसी या सांस की तकलीफ जैसे लक्षण दिखने पर डॉक्टर को दिखाएँ|

क्या कोरोना वायरस से पीड़ित माँ के द्वारा अपने बच्चे को स्तनपान करना सुरक्षित है ?

इससे प्रभावित या अधिक जोखिम वाले क्षेत्रों में रहने वाली या बुखार, खांसी या सांस की तकलीफ की लक्षण वाली माताओं को डॉक्टरी सलाह लेनी चाहिए, और उनका पालन करना चाहिए |

स्तनपान के फायदों को ध्यान में रखते हुए और श्वास सम्बन्धी अन्य वायरस की माँ के दूध में क्षीण भूमिका  को देखते हुए देखते हुए माताओं को अपने बच्चों को पूरी सावधानी के साथ स्तनपान कारन जारी रखना चाहिए |

जैसा कि COVID-19/कोविड –19से संक्रमित या संभावित अन्य मामलों में सावधनी रखना चाहिए, इसके लक्षण वाली माताओं को भी, जो स्तनपान कराती हैं, सभी सावधानियां रखनी चाहिए जैसे मास्क पहनना, अपने बच्चे के पास जाते समय (या उसे स्तनपान कराते समय) अपना हाथ धुलना, संक्रमित सतहों को साफ / विसंक्रमित करना आदि |

यदि माँ ज्यादा बीमार हो तो उनको, संक्रमण से बचाव के तरीके अपनाते हुए, अपना दूध निकल कर किसी साफ कप या चम्मच से बच्चे को पिलाने को कहना चाहिए|

  • Discussions
  • Certificates
  • Collab Space
  • Course Details
  • Announcements

उभरते श्वसन वायरस COVID-19 के सहित: पता लगाने, रोकथाम, प्रतिक्रिया और नियंत्रण के लिए तरीके

कोरोनवायरस ऐसे वायरस परिवार से है जो सामान्य जुकाम से लेकर गंभीर स्वरूप की बीमारि जैसे की मिडल ईस्ट रिस्पेरेटरी सिंड्रोम कोरोनावायरस (Middle East Respiratory Syndrome- MERS) और सीवियर एक्यूट रिस्पेरेटरी सिंड्रोम कोरोनावायरस (Severe Acute Respiratory Syndrome- SARS) का कारण बनता है।

नोवल कोरोनावायरस (COVID-19) की पहचान चीन के वुहान में 2019 में हुई थी। यह एक नया कोरोनोवायरस है जिसे मनुष्यों में पहले कभी नहीं देखा गया था।

यह कोर्स COVID-19 और उभरते हुए श्वसन सम्बन्धी वायरस के बारेमें एक सामान्य परिचय प्रदान करता है और सार्वजनिक स्वास्थ्य पेशेवरों, घटना प्रबंधकों / अधिकारी और संयुक्त राष्ट्र (UN), अंतर्राष्ट्रीय संगठनों और गैर सरकारी संगठनों (NGO) के लिए काम करने वाले कर्मचारियों के लिए अभिप्रेत है।

चूंकि भौतिक निर्माण के बाद आधिकारिक रोग का नाम स्थापित किया गया था, nCoV का कोई भी उल्लेख COVID-19 को संदर्भित करता है, जो हाल ही में खोजे गए कोरोनावायरस के कारण होने वाला संक्रामक रोग है।

कृपया ध्यान दें कि इस पाठ्यक्रम की सामग्री को वर्तमान में नवीनतम मार्गदर्शन को दर्शाने के लिए संशोधित किया जा रहा है। आप निम्न पाठ्यक्रमों में कुछ COVID-19-संबंधित विषयों पर अद्यतन जानकारी प्राप्त कर सकते हैं: टीकाकरण: COVID-19 वैक्सीन चैनल आईपीसी उपाय: * COVID-19 के लिए आईपीसी एंटीजन रैपिड डायग्नोस्टिक टेस्टिंग: 1) SARS-CoV-2 एंटीजन रैपिड डायग्नोस्टिक टेस्टिंग ; 2) SARS-CoV-2 एंटीजन RDT कार्यान्वयन के लिए मुख्य विचार

कृपया ध्यान दें: इन सामग्रियों को 03/03/2020 को लॉन्च किया गया था।

Course contents

मॉड्यूल ए: उभरते श्वसन वायरस का परिचय, covid-19 के सहित:, मॉड्यूल बी: covid-19 सहित उभरते श्वसन वायरस का पता लगाना: निगरानी और प्रयोगशाला जांच:, मॉड्यूल सी: जोखिम की सूचना और सामुदायिक सहभाग :, मॉड्यूल डी: उभरते हुए श्वसन वायरस की रोकथाम और सामना करना, जिसमें covid-19 भी शामिल है:, enroll me for this course, certificate requirements.

  • Gain a Record of Achievement by earning at least 80% of the maximum number of points from all graded assignments.

How to Write About Coronavirus in a College Essay

Students can share how they navigated life during the coronavirus pandemic in a full-length essay or an optional supplement.

Writing About COVID-19 in College Essays

Serious disabled woman concentrating on her work she sitting at her workplace and working on computer at office

Getty Images

Experts say students should be honest and not limit themselves to merely their experiences with the pandemic.

The global impact of COVID-19, the disease caused by the novel coronavirus, means colleges and prospective students alike are in for an admissions cycle like no other. Both face unprecedented challenges and questions as they grapple with their respective futures amid the ongoing fallout of the pandemic.

Colleges must examine applicants without the aid of standardized test scores for many – a factor that prompted many schools to go test-optional for now . Even grades, a significant component of a college application, may be hard to interpret with some high schools adopting pass-fail classes last spring due to the pandemic. Major college admissions factors are suddenly skewed.

"I can't help but think other (admissions) factors are going to matter more," says Ethan Sawyer, founder of the College Essay Guy, a website that offers free and paid essay-writing resources.

College essays and letters of recommendation , Sawyer says, are likely to carry more weight than ever in this admissions cycle. And many essays will likely focus on how the pandemic shaped students' lives throughout an often tumultuous 2020.

But before writing a college essay focused on the coronavirus, students should explore whether it's the best topic for them.

Writing About COVID-19 for a College Application

Much of daily life has been colored by the coronavirus. Virtual learning is the norm at many colleges and high schools, many extracurriculars have vanished and social lives have stalled for students complying with measures to stop the spread of COVID-19.

"For some young people, the pandemic took away what they envisioned as their senior year," says Robert Alexander, dean of admissions, financial aid and enrollment management at the University of Rochester in New York. "Maybe that's a spot on a varsity athletic team or the lead role in the fall play. And it's OK for them to mourn what should have been and what they feel like they lost, but more important is how are they making the most of the opportunities they do have?"

That question, Alexander says, is what colleges want answered if students choose to address COVID-19 in their college essay.

But the question of whether a student should write about the coronavirus is tricky. The answer depends largely on the student.

"In general, I don't think students should write about COVID-19 in their main personal statement for their application," Robin Miller, master college admissions counselor at IvyWise, a college counseling company, wrote in an email.

"Certainly, there may be exceptions to this based on a student's individual experience, but since the personal essay is the main place in the application where the student can really allow their voice to be heard and share insight into who they are as an individual, there are likely many other topics they can choose to write about that are more distinctive and unique than COVID-19," Miller says.

Opinions among admissions experts vary on whether to write about the likely popular topic of the pandemic.

"If your essay communicates something positive, unique, and compelling about you in an interesting and eloquent way, go for it," Carolyn Pippen, principal college admissions counselor at IvyWise, wrote in an email. She adds that students shouldn't be dissuaded from writing about a topic merely because it's common, noting that "topics are bound to repeat, no matter how hard we try to avoid it."

Above all, she urges honesty.

"If your experience within the context of the pandemic has been truly unique, then write about that experience, and the standing out will take care of itself," Pippen says. "If your experience has been generally the same as most other students in your context, then trying to find a unique angle can easily cross the line into exploiting a tragedy, or at least appearing as though you have."

But focusing entirely on the pandemic can limit a student to a single story and narrow who they are in an application, Sawyer says. "There are so many wonderful possibilities for what you can say about yourself outside of your experience within the pandemic."

He notes that passions, strengths, career interests and personal identity are among the multitude of essay topic options available to applicants and encourages them to probe their values to help determine the topic that matters most to them – and write about it.

That doesn't mean the pandemic experience has to be ignored if applicants feel the need to write about it.

Writing About Coronavirus in Main and Supplemental Essays

Students can choose to write a full-length college essay on the coronavirus or summarize their experience in a shorter form.

To help students explain how the pandemic affected them, The Common App has added an optional section to address this topic. Applicants have 250 words to describe their pandemic experience and the personal and academic impact of COVID-19.

"That's not a trick question, and there's no right or wrong answer," Alexander says. Colleges want to know, he adds, how students navigated the pandemic, how they prioritized their time, what responsibilities they took on and what they learned along the way.

If students can distill all of the above information into 250 words, there's likely no need to write about it in a full-length college essay, experts say. And applicants whose lives were not heavily altered by the pandemic may even choose to skip the optional COVID-19 question.

"This space is best used to discuss hardship and/or significant challenges that the student and/or the student's family experienced as a result of COVID-19 and how they have responded to those difficulties," Miller notes. Using the section to acknowledge a lack of impact, she adds, "could be perceived as trite and lacking insight, despite the good intentions of the applicant."

To guard against this lack of awareness, Sawyer encourages students to tap someone they trust to review their writing , whether it's the 250-word Common App response or the full-length essay.

Experts tend to agree that the short-form approach to this as an essay topic works better, but there are exceptions. And if a student does have a coronavirus story that he or she feels must be told, Alexander encourages the writer to be authentic in the essay.

"My advice for an essay about COVID-19 is the same as my advice about an essay for any topic – and that is, don't write what you think we want to read or hear," Alexander says. "Write what really changed you and that story that now is yours and yours alone to tell."

Sawyer urges students to ask themselves, "What's the sentence that only I can write?" He also encourages students to remember that the pandemic is only a chapter of their lives and not the whole book.

Miller, who cautions against writing a full-length essay on the coronavirus, says that if students choose to do so they should have a conversation with their high school counselor about whether that's the right move. And if students choose to proceed with COVID-19 as a topic, she says they need to be clear, detailed and insightful about what they learned and how they adapted along the way.

"Approaching the essay in this manner will provide important balance while demonstrating personal growth and vulnerability," Miller says.

Pippen encourages students to remember that they are in an unprecedented time for college admissions.

"It is important to keep in mind with all of these (admission) factors that no colleges have ever had to consider them this way in the selection process, if at all," Pippen says. "They have had very little time to calibrate their evaluations of different application components within their offices, let alone across institutions. This means that colleges will all be handling the admissions process a little bit differently, and their approaches may even evolve over the course of the admissions cycle."

Searching for a college? Get our complete rankings of Best Colleges.

10 Ways to Discover College Essay Ideas

Doing homework

Tags: students , colleges , college admissions , college applications , college search , Coronavirus

2024 Best Colleges

covid 19 effect on education essay in hindi

Search for your perfect fit with the U.S. News rankings of colleges and universities.

College Admissions: Get a Step Ahead!

Sign up to receive the latest updates from U.S. News & World Report and our trusted partners and sponsors. By clicking submit, you are agreeing to our Terms and Conditions & Privacy Policy .

Ask an Alum: Making the Most Out of College

You May Also Like

The complete guide to the toefl.

Sarah Wood March 8, 2024

covid 19 effect on education essay in hindi

Unique College Campus Visits

Sarah Wood March 7, 2024

covid 19 effect on education essay in hindi

MBA Programs Fail to Attract Women

Joy Jones March 7, 2024

covid 19 effect on education essay in hindi

12 Colleges With the Most NBA Players

Cole Claybourn March 1, 2024

covid 19 effect on education essay in hindi

Higher Education on the Edge

Alan Mallach Feb. 29, 2024

covid 19 effect on education essay in hindi

Disability Accommodations in College

Anayat Durrani Feb. 23, 2024

covid 19 effect on education essay in hindi

Why Do Colleges Close?

Sarah Wood Feb. 20, 2024

covid 19 effect on education essay in hindi

Online Programs With Diverse Faculty

Sarah Wood Feb. 16, 2024

covid 19 effect on education essay in hindi

U.S. and Europe Degree Differences

Anayat Durrani Feb. 13, 2024

covid 19 effect on education essay in hindi

How to Perform Well on SAT, ACT Test Day

Cole Claybourn Feb. 13, 2024

covid 19 effect on education essay in hindi

  • Bihar Board

SRM University

नए भारत का नया उत्तर प्रदेश.

  • Bihar Board Result 2024
  • UP Board Result 2024
  • CBSE Board Result 2024
  • MP Board Result 2024
  • Rajasthan Board Result 2024
  • Shiv Khera Special
  • Education News
  • Web Stories
  • Current Affairs
  • School & Boards
  • College Admission
  • Govt Jobs Alert & Prep
  • GK & Aptitude
  • general knowledge

Impact of Coronavirus on Education in India

Coronavirus pandemic has significantly disrupted various sectors in india including oil and gas, automobiles, aviation, agriculture, retail, etc. we can't ignore that hardly a sector would remain unaffected by the crisis. the impact may be more or less. same is with the education sector in india. let us find out the impact of coronavirus on education in india with some possible solutions..

Shikha Goyal

As we know that due to coronavirus pandemic the state governments across the country temporarily started shutting down schools and colleges. As per the present situation, there is an uncertainty when schools and colleges will reopen. No doubt, this is the crucial time for education sector because entrance tests of several universities and competitive examinations are held during this period. Along with them how can we forget about board examinations, nursery school admissions, etc?

The immediate solution of coronavirus is necessary or if like these days pass then closure of schools and colleges does not even have short term impact in India but can even cause far-reaching economic and societal consequences. Let us tell you that due to the closedown of educational institutes it is estimated to affect around 600 million learners across the world. Remember here we are talking about the school going students.

First, let us see what all educational institutions are doing to fight against COVID-19.

Measures taken by the educational institutes are as follows:

- Closed schools

- Postponed or rescheduled the examinations

- Cleaning and sanitisation of premises.

- Consideration of long term uncertainty etc.

What is the impact of coronavirus on gold prices in India?

Education sector: Impact and concern during COVID-19

- As discussed above, all major entrance examinations are postponed including engineering, medical, law, agriculture, fashion and designing courses, etc. This situation can be a ringing alarming bell mainly in private sector universities. Maybe some faculties and employees may face salary cuts, bonuses and increments can also be postponed.

- The lockdown has generated uncertainty over the exam cycle. May be universities may face impact in terms of a slowdown in student internships and placements, lower fee collection that can create hurdles in managing the working capital.

- Another major concern is that it can affect the paying capacity of several people in the private sector, which is catering to a sizeable section of the students in the country.

- Student counselling operations are also affected.

- Several institutions may pause faculty hiring plans for existing vacancies which in turn affect quality and excellence.

- Structure of schooling and learning includes teaching and assessment methodologies and due to closure, it will be affected.

- Technology may play an important role in the lockdown period like study from home and work from home. In India, some private schools could adopt online teaching methods. Low-income private and government school may not be able to adopt online teaching methods. And as a result, there will be completely shut down due to no access to e-learning solutions. In addition to the opportunities for learning, students will also miss their meals and may result in economic and social stress.

- Higher education sectors are also disrupted which again pave an impact on the country's economic future. Various students from India took admissions in abroad like the US, UK, Australia, China etc. And these countries are badly affected due to COVID-19 . Maybe there is a possibility that students will not take admissions there in future and if the situation persists, in the long run then there will be a decline in the demand for international higher education also. Isn't it!

- Another major concern is employment. Students those have completed their graduation may have fear in their minds of withdrawal of job offers from the corporate sector due to the current situation. The Centre for Monitoring Indian Economy's estimates unemployment shortage from 8.4% in mid-March to 23% in early April. In the urban unemployment rate is 30.9%.

We can't ignore that technology plays a crucial role in the educational system and the demand for the current situation is this only.

Possible alternatives or solutions for interrupted education during COVID-19

- With the help of power supply, digital skills of teachers and students, internet connectivity it is necessary to explore digital learning, high and low technology solutions, etc.

- Students those are coming from low-income groups or presence of disability, etc. distance learning programs can be included.

- To provide support for digitalisation to teachers and students.

- The necessity to explore digital learning platforms.

- Measures should be taken to mitigate the effects of the pandemic on job offers, internship programs, and research projects.

- EDtech reform at the national level that is an integration of technology in the present Indian education system.

We can't ignore that at this time of crisis effective educational practice is needed for the capacity-building of young minds. Central Government and State need to take some measures to ensure the overall progress in the country. Time never wait, this tough time will also pass. Till then stay safe, stay at home!

What is the impact of Coronavirus on Indian Economy?

Get here current GK and GK quiz questions in English and Hindi for India , World, Sports and Competitive exam preparation. Download the Jagran Josh Current Affairs App .

  • IPL Schedule 2024
  • WPL 2024 Points Table
  • Ramadan 2024 Date in India
  • Holi 2024 Date
  • Oscar 2024 Winners List
  • Dwarka Expressway
  • National Creators Award 2024
  • Citizenship Amendment Act (CAA)
  • IPL Tickets 2024

Trending Categories

  • Education and Employment

Latest Education News

Google Chrome Users Beware: Update Now to Protect Your Data!

Picture Puzzle IQ Test: Find the baby’s real mother in 6 seconds!

Karnataka Board 2nd PUC Class 12 Business Studies Paper Analysis 2024: Exam Review, Student Feedback and Expert View

SSC GD Constable Answer Key 2024 Soon: Direct Link to Download Response Sheet, Check Marks Calculation

Bihar Sakshamta Pariksha Answer Key 2024: बिहार सक्षमता परीक्षा उत्तर कुंजी लिंक कल होगा एक्टिव, यहां से कर सकेंगे डाउनलोड

JPSC Admit Card 2024: Direct Link for Jharkhand CSE Call Letter to Active at ccsc.digitalexamregistration.com

CAA News: मोदी सरकार ने जारी की नागरिकता संशोधन कानून की अधिसूचना, किसको होगा फायदा, पढ़ें

CBSE Class 10 Computer Applications Syllabus for Board Exam 2024, Download in PDF

TN Board Class 12 Chemistry Question Paper 2024 PDF with Answer Key & Exam Analysis

Optical Illusion Eye Test: Find a bird in the picture in 4 seconds!

GSEB Gujarat Board Class 12 Physics Model Test Paper 2024: Download FREE PDF

RSMSSB Junior Instructor Recruitment 2024 Notification Out, Apply Online for 1821 Vacancies

Bihar Board 10th Answer Key 2024 Out: Download BSEB Released Matric Answer Key At biharboardonline.bihar.gov.in

RRB Technician 2024 Cut Off: यहाँ चेक करें आरआरबी तकनीशियन की कट ऑफ

Bihar Board 10th Answer Key 2024 Released at biharboardonline.bihar.gov.in; BSEB Matric Results Expected in March

GK Quiz on Badminton: Can You Master Badminton Trivia?

Current Affairs One Liners: 11 March 2024- India's First Elevated Expressway

Bihar Board 10th Result 2024 Date: BSEB Class 10 Result Date and Time, Official Link biharboardonline.bihar.gov.in

SSC GD Answer Key 2024: एसएससी जीडी कांस्टेबल उत्तर कुंजी डाउनलोड लिंक ssc.gov.in पर, ऐसे कैलकुलेट करें मार्क्स

SRH IPL 2024 Schedule: Full Sunrisers Hyderabad Match List, Fixtures, Dates, and Timings

COVID-19 and its impact on education, social life and mental health of students: A survey

Affiliation.

  • 1 Biometric Research Laboratory, Department of Information Technology, Delhi Technological University, Bawana Road, Delhi 110042, India.
  • PMID: 33390636
  • PMCID: PMC7762625
  • DOI: 10.1016/j.childyouth.2020.105866

The outbreak of COVID-19 affected the lives of all sections of society as people were asked to self-quarantine in their homes to prevent the spread of the virus. The lockdown had serious implications on mental health, resulting in psychological problems including frustration, stress, and depression. In order to explore the impacts of this pandemic on the lives of students, we conducted a survey of a total of 1182 individuals of different age groups from various educational institutes in Delhi - National Capital Region (NCR), India. The article identified the following as the impact of COVID-19 on the students of different age groups: time spent on online classes and self-study, medium used for learning, sleeping habits, daily fitness routine, and the subsequent effects on weight, social life, and mental health. Moreover, our research found that in order to deal with stress and anxiety, participants adopted different coping mechanisms and also sought help from their near ones. Further, the research examined the student's engagement on social media platforms among different age categories. This study suggests that public authorities should take all the necessary measures to enhance the learning experience by mitigating the negative impacts caused due to the COVID-19 outbreak.

Keywords: Children and Youth; Covid-19; Impact; Mental health; Online education; Students.

© 2020 Elsevier Ltd. All rights reserved.

U.S. flag

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

  • Publications
  • Account settings
  • Advanced Search
  • Journal List
  • Springer Nature - PMC COVID-19 Collection

Logo of phenaturepg

The Impact of COVID-19 on Education: A Meta-Narrative Review

Aras bozkurt.

1 Distance Education Department, Anadolu University, Eskişehir, Turkey

2 Department of English Studies, University of South Africa, Pretoria, South Africa

3 Anadolu Üniversitesi, Açıköğretim Fakültesi, Kat:7, Oda:702, 26470, Tepebaşı, Eskişehir, Turkey

Kadir Karakaya

4 Applied Linguistics & Technology Department, Iowa State University, Ames, IA USA

5 Educational Psychology, Learning Sciences, University of Oklahoma, Norman, OK USA

Özlem Karakaya

6 Educational Technology & Human-Computer Interaction, Iowa State University, Ames, IA USA

Daniela Castellanos-Reyes

7 Curriculum and Instruction, Learning Design and Technology, Purdue University, West Lafayette, IN USA

Associated Data

The dataset is available from the authors upon request.

The rapid and unexpected onset of the COVID-19 global pandemic has generated a great degree of uncertainty about the future of education and has required teachers and students alike to adapt to a new normal to survive in the new educational ecology. Through this experience of the new educational ecology, educators have learned many lessons, including how to navigate through uncertainty by recognizing their strengths and vulnerabilities. In this context, the aim of this study is to conduct a bibliometric analysis of the publications covering COVID-19 and education to analyze the impact of the pandemic by applying the data mining and analytics techniques of social network analysis and text-mining. From the abstract, title, and keyword analysis of a total of 1150 publications, seven themes were identified: (1) the great reset, (2) shifting educational landscape and emerging educational roles (3) digital pedagogy, (4) emergency remote education, (5) pedagogy of care, (6) social equity, equality, and injustice, and (7) future of education. Moreover, from the citation analysis, two thematic clusters emerged: (1) educational response, emergency remote education affordances, and continuity of education, and (2) psychological impact of COVID-19. The overlap between themes and thematic clusters revealed researchers’ emphasis on guaranteeing continuity of education and supporting the socio-emotional needs of learners. From the results of the study, it is clear that there is a heightened need to develop effective strategies to ensure the continuity of education in the future, and that it is critical to proactively respond to such crises through resilience and flexibility.

Introduction

The Coronavirus (COVID-19) pandemic has proven to be a massive challenge for the entire world, imposing a radical transformation in many areas of life, including education. It was rapid and unexpected; the world was unprepared and hit hard. The virus is highly contagious, having a pathogenic nature whose effects have not been limited to humans alone, but rather, includes every construct and domain of societies, including education. The education system, which has been affected at all levels, has been required to respond to the crisis, forced to transition into emergency modes, and adapt to the unprecedented impact of the global crisis. Although the beginning of 2021 will mark nearly a year of experience in living through the pandemic, the crisis remains a phenomenon with many unknowns. A deeper and more comprehensive understanding of the changes that have been made in response to the crisis is needed to survive in these hard times. Hence, this study aims to provide a better understanding by examining the scholarly publications on COVID-19 and education. In doing this, we can identify our weaknesses and vulnerabilities, be better prepared for the new normal, and be more fit to survive.

Related Literature

Though the COVID-19 pandemic is not the first major disruption to be experienced in the history of the world, it has been unique due to its scale and the requirements that have been imposed because of it (Guitton, 2020 ). The economies of many countries have greatly suffered from the lockdowns and other restrictive measurements, and people have had to adapt to a new lifestyle, where their primary concern is to survive by keeping themselves safe from contracting the deadly virus. The education system has not been exempt from this series of unfortunate events inflicted by COVID-19. Since brick-and-mortar schools had to be closed due to the pandemic, millions of students, from those in K-12 to those in higher education, were deprived of physical access to their classrooms, peers, and teachers (Bozkurt & Sharma, 2020a , b ). This extraordinary pandemic period has posed arguably the most challenging and complex problems ever for educators, students, schools, educational institutions, parents, governments, and all other educational stakeholders. The closing of brick-and-mortar schools and campuses rendered online teaching and learning the only viable solution to the problem of access-to-education during this emergency period (Hodges et al., 2020 ). Due to the urgency of this move, teachers and instructors were rushed to shift all their face-to-face instruction and instructional materials to online spaces, such as learning management systems or electronic platforms, in order to facilitate teaching virtually at a distance. As a result of this sudden migration to learning and instruction online, the key distinctions between online education and education delivered online during such crisis and emergency circumstances have been obfuscated (Hodges et al., 2020 ).

State of the Current Relevant Literature

Although the scale of the impact of the COVID-19 global pandemic on education overshadows previously experienced nationwide or global crises or disruptions, the phenomenon of schools and higher education institutions having to shift their instruction to online spaces is not totally new to the education community and academia (Johnson et al., 2020 ). Prior literature on this subject indicates that in the past, schools and institutions resorted to online or electronic delivery of instruction in times of serious crises and uncertainties, including but not limited to natural disasters such as floods or earthquakes (e.g., Ayebi-Arthur, 2017 ; Lorenzo, 2008 ; Tull et al., 2017 ), local disruptions such as civil wars and socio-economic events such as political upheavals, social turmoils or economic recessions (e.g., Czerniewicz et al., 2019 ). Nevertheless, the past attempts to move learning and teaching online do not compare to the current efforts that have been implemented during the global COVID-19 pandemic, insofar as the past crisis situations were sporadic events in specific territories, affecting a limited population for relatively short periods of time. In contrast, the COVID-19 pandemic has continued to pose a serious threat to the continuity of education around the globe (Johnson et al., 2020 ).

Considering the scale and severity of the global pandemic, the impacts it has had on education in general and higher education in particular need to be explored and studied empirically so that necessary plans and strategies aimed at reducing its devastating effects can be developed and implemented. Due to the rapid onset and spread of the global pandemic, the current literature on the impact of COVID-19 on education is still limited, including mostly non-academic editorials or non-empirical personal reflections, anecdotes, reports, and stories (e.g., Baker, 2020 ; DePietro, 2020 ). Yet, with that said, empirical research on the impact of the global pandemic on higher education is rapidly growing. For example, Johnson et al. ( 2020 ), in their empirical study, found that faculty members who were struggling with various challenges adopted new instructional methods and strategies and adjusted certain course components to foster emergency remote education (ERE). Unger and Meiran ( 2020 ) observed that the pandemic made students in the US feel anxious about completing online learning tasks. In contrast, Suleri ( 2020 ) reported that a large majority of European higher education students were satisfied with their virtual learning experiences during the pandemic, and that most were willing to continue virtual higher education even after the pandemic (Suleri, 2020 ). The limited empirical research also points to the need for systematically planning and designing online learning experiences in advance in preparation for future outbreaks of such global pandemics and other crises (e.g., Korkmaz & Toraman, 2020 ). Despite the growing literature, the studies provide only fragmentary evidence on the impact of the pandemic on online learning and teaching. For a more thorough understanding of the serious implications the pandemic has for higher education in relation to learning and teaching online, more empirical research is needed.

Unlike previously conducted bibliometric analysis studies on this subject, which have largely involved general analysis of research on health sciences and COVID-19, Aristovnik et al. ( 2020 ) performed an in-depth bibliometric analysis of various science and social science research disciplines by examining a comprehensive database of document and source information. By the final phase of their bibliometric analysis, the authors had analyzed 16,866 documents. They utilized a mix of innovative bibliometric approaches to capture the existing research and assess the state of COVID-19 research across different research landscapes (e.g., health sciences, life sciences, physical sciences, social sciences, and humanities). Their findings showed that most COVID-19 research has been performed in the field of health sciences, followed by life sciences, physical sciences, and social sciences and humanities. Results from the keyword co-occurrence analysis revealed that health sciences research on COVID-19 tended to focus on health consequences, whereas the life sciences research on the subject tended to focus on drug efficiency. Moreover, physical sciences research tended to focus on environmental consequences, and social sciences and humanities research was largely oriented towards socio-economic consequences.

Similarly, Rodrigues et al. ( 2020 ) carried out a bibliometric analysis of COVID-19 related studies from a management perspective in order to elucidate how scientific research and education arrive at solutions to the pandemic crisis and the post-COVID-19 era. In line with Aristovnik et al.’s ( 2020 ) findings, Rodrigues et al. ( 2020 ) reported that most of the published research on this subject has fallen under the field of health sciences, leaving education as an under-researched area of inquiry. The content analysis they performed in their study also found a special emphasis on qualitative research. The descriptive and content analysis yielded two major strands of studies: (1) online education and (2) COVID-19 and education, business, economics, and management. The online education strand focused on the issue of technological anxiety caused by online classes, the feeling of belonging to an academic community, and feedback.

Lastly, Bond ( 2020 ) conducted a rapid review of K-12 research undertaken in the first seven months of the COVID-19 pandemic to identify successes and challenges and to offer recommendations for the future. From a search of K-12 research on the Web of Science, Scopus, EBSCOHost, the Microsoft Academic, and the COVID-19 living systematic map, 90 studies were identified and analyzed. The findings revealed that the reviewed research has focused predominantly on the challenges to shifting to ERE, teacher digital competencies and digital infrastructure, teacher ICT skills, parent engagement in learning, and students’ health and well-being. The review highlighted the need for straightforward communication between schools and families to inform families about learning activities and to promote interactivity between students. Teachers were also encouraged to develop their professional networks to increase motivation and support amongst themselves and to include opportunities for both synchronous and asynchronous interaction for promoting student engagement when using technology. Bond ( 2020 ) reported that the reviewed studies called for providing teachers with opportunities to further develop their digital technical competencies and their distance and online learning pedagogies. In a recent study that examines the impact of COVID-19 at higher education (Bozkurt, 2022 ), three broad themes from the body of research on this subject: (1) educational crisis and higher education in the new normal: resilience, adaptability, and sustainability, (2) psychological pressures, social uncertainty, and mental well-being of learners, and (3) the rise of online distance education and blended-hybrid modes. The findings of this study are similar to Mishra et al. ( 2021 ) who examined the COVID-19 pandemic from the lens of online distance education and noted that technologies for teaching and learning and psychosocial issues were emerging issues.

The aforementioned studies indicate that a great majority of research on COVID-19 has been produced in the field of health sciences, as expected. These studies nonetheless note that there is a noticeable shortage of studies dealing with the effects of the pandemic in the fields of social sciences, humanities, and education. Given the profound impact of the pandemic on learning and teaching, as well as on the related stakeholders in education, now more than ever, a greater amount of research on COVID-19 needs to be conducted in the field of education. The bibliometric studies discussed above have analyzed COVID-19 research across various fields, yielding a comparative snapshot of the research undertaken so far in different research spheres. However, despite being comprehensive, these studies did not appear to have examined a specific discipline or area of research in depth. Therefore, this bibliometric study aims to provide a focused, in-depth analysis of the COVID-19-related research in the field of education. In this regard, the main purpose of this study is to identify research patterns and trends in the field of education by examining COVID-19-related research papers. The study sought to answer the following research questions:

  • What are the thematic patterns in the title, abstract, and keywords of the publications on COVID-19 and education?
  • What are the citation trends in the references of the sampled publications on COVID-19 and education?

Methodology

This study used data mining and analytic approaches (Fayyad et al., 2002 ) to examine bibliometric patterns and trends. More specifically, social network analysis (SNA) (Hansen et al., 2020 ) was applied to examine the keywords and references, while text-mining was applied (Aggarwal & Zhai, 2012 ) to examine the titles and abstracts of the research corpus. Keywords represent the essence of an article at a micro level and for the analysis of the keywords, SNA was used. SNA “provides powerful ways to summarize networks and identify key people, [entities], or other objects that occupy strategic locations and positions within a matrix of links” (Hansen et al., 2020 , p. 6). In this regard, the keywords were analyzed based on their co-occurrences and visualized on a network graph by identifying the significant keywords which were demonstrated as nodes and their relationships were demonstrated with ties. For text-mining of the titles and abstracts, the researchers performed a lexical analysis that employs “two stages of co-occurrence information extraction—semantic and relational—using a different algorithm for each stage” (Smith & Humphreys, 2006 , p. 262). Thus, text-mining analysis enabled researchers to identify the hidden patterns and visualize them on a thematic concept map. For the analysis of the references, the researchers further used SNA based on the arguments that “citing articles and cited articles are linked to each other through invisible ties, and they collaboratively and collectively build an intellectual community that can be referred to as a living network, structure, or an ecology” (Bozkurt, 2019 , p. 498). The analysis of the references enabled the researchers to identify pivotal scholarly contributions that guided and shaped the intellectual landscape. The use of multiple approaches enables the study to present a broader view, or a meta-narrative.

Sample and Inclusion Criteria

The publications included in this research met the following inclusion criteria: (1) indexed by the Scopus database, (2) written in English, and (3) had the search queries on their title (Table ​ (Table1). 1 ). The search query reflects the focus on the impact of COVID-19 on education by including common words in the field like learn , teach , or student . Truncation was also used in the search to capture all relevant literature. Narrowing down the search allowed us to exclude publications that were not education related. Scopus was selected because it is one of the largest scholarly databases, and only publications in English were selected to facilitate identification of meaningful lexical patterns through text-mining and provide a condensed view of the research. The search yielded a total of 1150 papers (articles = 887, editorials = 66, notes = 58, conference papers = 56, letters = 40, review studies = 30, book chapters = 9, short surveys = 3, books = 1).

Search strings used to create research corpus

Data Analysis and Research Procedures

This study has two phases of analysis. In the first phase, text mining was used to analyze titles and abstracts, and SNA was applied to analyze keywords. By using two different analytical approaches, the authors were able to triangulate the research findings (Thurmond, 2001 ). In this phase, using lexical algorithms, text mining analysis enabled visualizing the textual data on a thematic concept map according to semantic relationships and co-occurrences of the words (Fig.  1 ). Text mining generated a machine-based concept map by analyzing the co-occurrences and lexical relationships of textual data. Then, based on the co-occurrences and centrality metrics, SNA enabled visualizing keywords on a network graphic called sociogram (Fig.  2 ). SNA allowed researchers to visually identify the key terms on a connected network graph where keywords are represented as nodes and their relationships are represented as edges. In the first phase of the study, by synthesizing outputs of the data mining and analytic approaches, meaningful patterns of textual data were presented as seven main research themes.

An external file that holds a picture, illustration, etc.
Object name is 11528_2022_759_Fig1_HTML.jpg

Thematic concept mapping of COVID-19 and education-related papers

An external file that holds a picture, illustration, etc.
Object name is 11528_2022_759_Fig2_HTML.jpg

Social networks analysis of the keywords in COVID-19 and education-related papers

In the second phase of the study, through the examination of the references and citation patterns (e.g., citing and being cited) of the articles in the research corpus, the citation patterns were visualized on a network graphic by clusters (See Fig.  3 ) showing also chronical relationships which enabled to identify pivotal COVID-19 studies. In the second phase of the study, two new themes were identified which were in line with the themes that emerged in the first phase of the study.

An external file that holds a picture, illustration, etc.
Object name is 11528_2022_759_Fig3_HTML.jpg

Social networks analysis of the references in COVID-19 and education-related papers 2019–2020 (Only the first authors were labeled – See Appendix Fig. ​ Fig.4 4 for SNA of references covering pre-COVID-19 period)

Strengths and Limitations

This study is one of the first attempts to use bibliometric approaches benefiting from data mining and analysis techniques to better understand COVID-19 and its consequences on published educational research. By applying such an approach, a large volume of data is able to be visualized and reported. However, besides these strengths, the study also has certain limitations. First, the study uses the Scopus database, which, though being one of the largest databases, does not include all types of publications. Therefore, the publications selected for this study offer only a partial view, as there are many significant publications in gray literature (e.g., reports, briefs, blogs). Second, the study includes only publications written in English, however, with COVID-19 being a global crisis, publications in different languages would provide a complementary view and be helpful in understanding local reflections in the field of education.

Findings and Discussion

Sna and text-mining: thematic patterns in the title, abstract, and keywords of the publications.

This section reports the findings based on a thematic concept map and network graphic that were developed through text mining (Fig.  1 —Textual data composed of 186.234 words visualized according to lexical relationships and co-occurrences) and sociograms created using SNA (Fig.  2 —The top 200 keywords with highest betweenness centrality and 1577 connections among them mapped on a network graph) to visualize the data. Accordingly, seven major themes were identified by analyzing the data through text-mining and SNA: (1) the great reset, (2) digital pedagogy, (3) shifting educational landscape and emerging educational roles, (4) emergency remote education, (5) pedagogy of care, (6) social equity, equality, and injustice, and (7) future of education.

  • Theme 1: The Great Reset (See path Fig.  1 : lockdown  +  emergency  +  community  +  challenges  +  during  >  pandemic and impact  >  outbreak  >  coronavirus  >  pandemic and global  >  crisis  >  pandemic  >  world; See nodes on Fig.  2 : Covid19, pandemic, Coronavirus, lockdown, crisis ). The first theme in the thematic concept map and network graphic is the Great Reset. It has been relatively a short time since the World Health Organization (WHO) declared the COVID-19 a pandemic. Although vaccination had already started, the pandemic continued to have an adverse impact on the world. Ever since the start of the pandemic, people were discussing when there would be a return to normal (Bozkurt & Sharma, 2020a , b ; Xiao, 2021 ); however, as time goes by, this hope has faded, and returning to normal appears to be far into the future (Schwab & Malleret, 2020 ). The pandemic is seen as a major milestone, in the sense that a macro reset in economic, social, geopolitical, environmental, and technological fields will produce multi-faceted changes affecting almost all aspects of life (Schwab & Malleret, 2020 ). The cover of an issue of the international edition of Time Magazine reflected this idea of a great reset and presented the COVID-19 pandemic as an opportunity to transform the way we live and work (Time, 2020 ). It has been argued that the pandemic will generate the emergence of a new era, and that we will have to adapt to the changes it produces (Bozkurt & Sharma, 2020 ). For example, the industrial sector quickly embraced remote work despite its challenges, and it is possible that most industrial companies will not return to the on-site working model even after the pandemic ends (Hern, 2020 ). We can expect a high rate of similar responses in other fields, including education, where COVID-19 has already reshaped our educational systems, the way we deliver education, and pedagogical approaches.
  • Theme 2: Digital pedagogy (See path on Fig.  1 : distance learning  >  research  >  teacher  >  development  >  need  >  training  +  technology  +  virtual  >  digital  >  communication  >  support  >  process  >  teaching  >  online  >  learning  >  online learning  +  course  >  faculty  >  students  >  experience ; See nodes on Fig.  2 : online learning, distance learning, computer-based learning, elearning, online education, distance education, online teaching, multimedia-based learning, technology, blended learning, online, digital transformation, ICT, online classes, flexible learning, technology-enhanced learning, digitalization ). Owing to the rapid transition to online education as a result of COVID-19, digital pedagogy and teachers’ competencies in information and communication technology (ICT) integration have gained greater prominence with the unprecedented challenges teachers have faced to adapt to remote teaching and learning. The COVID-19 pandemic has unquestionably manifested the need to prepare teachers to teach online, as most of them have been forced to assume ERE roles with inadequate preparation. Studies involving the use of SNA indicate a correspondence between adapting to a digital pedagogy and the need to equip teachers with greater competency in technology and online teaching (e.g., Blume, 2020 ; König et al., 2020 ). König et al. ( 2020 ) conducted a survey-based study investigating how early career teachers have adapted to online teaching during COVID-19 school closures. Their study found that while all the teachers maintained communication with students and their parents, introduced new learning content, and provided feedback, they lacked the ability to respond to challenges requiring ICT integration, such as those related to providing quality online teaching and to conducting assessments. Likewise, Blume ( 2020 ) noted that most teachers need to acquire digital skills to implement digitally-mediated pedagogy and communication more effectively. Both study findings point to the need for building ICT-related teaching and learning competencies in initial teacher education and teacher professional development. The findings from the SNA conducted in the present study are in line with the aforementioned findings in terms of keyword analysis and overlapping themes and nodes.
  • Theme 3: Shifting educational landscape and emerging educational roles (See path on Fig.  1 : future > education > role > Covid19; See nodes on Fig.  2 : higher education, education, student, curriculum, university, teachers, learning, professional development, teacher education, knowledge, readiness ). The role of technology in education and human learning has been essential during the COVID-19 pandemic. Technology has become a prerequisite for learning and teaching during the pandemic and will likely continue to be so after it. In the rapid shift to an unprecedented mode of learning and teaching, stakeholders have had to assume different roles in the educational landscape of the new normal. For example, in a comprehensive study involving the participation of over 30 K higher education students from 62 countries conducted by Aristovnik et al. ( 2020 ), it was found that students with certain socio-demographic characteristics (male, lower living standard, from Africa or Asia) were significantly less satisfied with the changes to work/life balance created by the COVID-19 pandemic, and that female students who were facing financial problems were generally more affected by COVID-19 in their emotional life and personal circumstances. Despite the challenges posed by the pandemic, there is likely to be carry over in the post-pandemic era of some of the educational changes made during the COVID-19 times. For example, traditional lecture-based teacher-centered classes may be replaced by more student-centered online collaborative classes (Zhu & Liu, 2020 ). This may require the development and proliferation of open educational platforms that allow access to high-quality educational materials (Bozkurt et al., 2020 ) and the adoption of new roles to survive in the learning ecologies informed by digital learning pedagogies. In common with the present study, the aforementioned studies (e.g., Aristovnik et al., 2020 ; König et al., 2020 ) call for more deliberate actions to improve teacher education programs by offering training on various teaching approaches, such as blended, hybrid, flexible, and online learning, to better prepare educators for emerging roles in the post-pandemic era.
  • Theme 4: Emergency remote education (see path Fig.  1 : higher education  >  university  >  student  >  experience  >  remote; See nodes on Fig.  2 : Covid19, pandemic, Coronavirus, higher education, education, school closure, emergency remote teaching, emergency remote learning ). Educational institutions have undergone a rapid shift to ERE in the wake of COVID-19 (Bozkurt & Sharma, 2020a ; Bozkurt et al., 2020 ; Hodges et al., 2020 ). Although ERE is viewed as similar to distance education, they are essentially different. That is, ERE is a prompt response measure to an emergency situation or unusual circumstances, such as a global pandemic or a civil war, for a temporary period of time, whereas distance education is a planned and systematic approach to instructional design and development grounded in educational theory and practice (Bozkurt & Sharma, 2020b ). Due to the urgent nature of situations requiring ERE, it may fall short in embracing the solid pedagogical learning and teaching principles represented by distance education (Hodges et al., 2020 ). The early implementations of ERE primarily involved synchronous video-conferencing sessions that sought to imitate in-person classroom instruction. It is worth noting that educators may have heavily relied on synchronous communication to overcome certain challenges, such as the lack of available materials and planned activities for asynchronous communication. Lockdowns and school closures, which turned homes into compulsory learning environments, have posed major challenges for families and students, including scheduling, device sharing, and learner engagement in a socially distanced home learning environment (Bond, 2020 ). For example, Shim and Lee ( 2020 ) conducted a qualitative study exploring university students’ ERE experiences and reported that students complained about network instability, unilateral interactions, and reduced levels of concentration. The SNA findings clearly highlight that there has been a focus on ERE due to the school closures during the COVID-19 pandemic. It is key to adopt the best practices of ERE and to utilize them regularly in distance education (Bozkurt, 2022 ). Moreover, it is important to note that unless clear distinctions are drawn between these two different forms of distance education or virtual instruction, a series of unfortunate events in education during these COVID-19 times is very likely to take place and lead to fatal errors in instructional practices and to poor student learning outcomes.
  • Theme 5: Pedagogy of care (See path Fig.  1 : r ole  >  education  >  Covid19  >  care ; See nodes on Fig.  2 : Stress, anxiety, student wellbeing, coping, care, crisis management, depression ). The thematic concept map and network graphic show the psychological and emotional impact of the COVID-19 pandemic on various stakeholders, revealing that they have experienced anxiety, expressed the need for care, and sought coping strategies. A study by Baloran ( 2020 ), conducted in the southern part of the Philippines to examine college students’ knowledge, attitudes, anxiety, and personal coping strategies during the COVID-19 pandemic, found that the majority of the students experienced anxiety during the lockdown and worried about food security, financial resources, social contact, and large gatherings. It was reported that the students coped with this anxiety by following protective measures, chatting with family members and friends, and motivating themselves to have a positive attitude. In a similar study, Islam et al. ( 2020 ) conducted an investigation to determine whether Bangladeshi college students experienced anxiety and depression and the factors responsible for these emotional responses. Their cross-sectional survey-based study found that a large percentage of the participants had suffered from anxiety and depression during the pandemic. Academic and professional uncertainty, as well as financial insecurity, have been documented as factors contributing to the anxiety and depression among college students. Both studies point to the need for support mechanisms to be established by higher education institutions in order to ensure student wellbeing, provide them with care, and help them to cope with stress, anxiety, and depression. Talidong and Toquero ( 2020 ) reported that, in addition to students’ well-being and care, teachers’ perceptions and experiences of stress and anxiety during the quarantine period need to be taken into account. The authors found that teachers were worried about the safety of their loved ones and were susceptible to anxiety but tended to follow the preventive policies. A pedagogy of care has been presented as an approach that would effectively allow educators to plan more supportive teaching practices during the pandemic by fostering clear and prompt communication with students and their families and taking into consideration learner needs in lesson planning (e.g., Karakaya, 2021 ; Robinson et al., 2020 ). Here it is important to stress that a pedagogy of care is a multifaceted concept, one that involves the concepts of social equity, equality, and injustice.
  • Theme 6: Social equity, equality, and injustice (See path on Fig.  1 : Impact  >  outbreak  >  coronavirus  >  pandemic  >  social ; See nodes on Fig.  2 : Support, equity, social justice, digital divide, inequality, social support ). One of the more significant impacts of COVID-19 has been the deepening of the existing social injustices around the world (Oldekop et al., 2020 ; Williamson et al., 2020 ). Long-term school closures have deteriorated social bonds and adversely affected health issues, poverty, economy, food insecurity, and digital divide (Van Lancker & Parolin, 2020 ). Regarding the digital divide, there has been a major disparity in access to devices and data connectivity between high-income and low-income populations increasing the digital divide, social injustice, and inequality in the world (Bozkurt et al., 2020 ). In line with the SNA findings, the digital divide, manifesting itself most visibly in the inadequacy and insufficiency of digital devices and lack of high-speed Internet, can easily result in widespread inequalities. As such, the disparities between low and high socio-economic status families and school districts in terms of digital pedagogy inequality may deepen as teachers in affluent schools are more likely to offer a wide range of online learning activities and thereby secure better student engagement, participation, and interaction (Greenhow et al., 2020 ). These findings demonstrate that social inequities have been sharpened by the unfortunate disparities imposed by the COVID-19, thus requiring us to reimagine a future that mitigates such concerns.
  • Theme 7: Future of education (See word path on Fig.  1 : Future  >  education  >  Covid19  >  pandemic  >  changes and pandemic  >  coronavirus, outbreak, impact  >  world ; See nodes on Fig.  2 : Sustainability, resilience, uncertainty, sdg4). Most significantly, COVID-19 the pandemic has shown the entire world that teachers and schools are invaluable resources and execute critical roles in society. Beyond that, with the compulsory changes resulting from the pandemic, it is evident that teaching and learning environments are not exclusive to brick-and-mortar classrooms. Digital technologies, being at the center of teaching and learning during the pandemic period, have been viewed as a pivotal agent in leveraging how learning takes place beyond the classroom walls (Quilter-Pinner & Ambrose, 2020 ). COVID-19 has made some concerns more visible. For example, the well-being of students, teachers, and society at large has gained more importance in these times of crisis. Furthermore, the need for educational technology and digital devices has compounded and amplified social inequities (Pelletier et al., 2021 ; West & Allen, 2020 ). Despite its global challenges, the need for technology and digital devices has highlighted some advantages that are likely to shape the future of education, particularly those related to the benefits of educational technology. For example, online learning could provide a more flexible, informal, self-paced learning environment for students (Adedoyin & Soykan, 2020 ). However, it also bears the risk of minimizing social interaction, as working in shared office environments has shifted to working alone in home-office settings. In this respect, the transformation of online education must involve a particular emphasis on sustaining interactivity through technology (Dwivedi et al., 2020 ). In view of the findings of the aforementioned studies, our text-mining and SNA findings suggest that the COVID-19 impositions may strongly shape the future of education and how learning takes place.

In summary, these themes extracted from the text-mining and SNA point to a significant milestone in the history of humanity, a multi-faceted reset that will affect many fields of life, from education and economics to sociology and lifestyle. The resulting themes have revealed that our natural response to an emerging worldwide situation shifted the educational landscape. The early response of the educational system was emergency-based and emphasized the continuance of in-person instruction via synchronous learning technologies. The subsequent response foregrounded the significance of digitally mediated learning pedagogy, related teacher competencies, and professional development. As various stakeholders (e.g., students, teachers, parents) have experienced a heightened level of anxiety and stress, an emerging strand of research has highlighted the need for care-based and trauma-informed pedagogies as a response to the side effects of the pandemic. In addition, as the global pandemic has made systemic impairments, such as social injustice and inequity, more visible, an important line of research has emerged on how social justice can be ensured given the challenges caused by the pandemic. Lastly, a sizable amount of research indicates that although the COVID-19 pandemic has imposed unprecedented challenges to our personal, educational, and social lives, it has also taught us how to respond to future crises in a timely, technologically-ready, pedagogically appropriate, and inclusive manner.

SNA: Citation Trends in the References of the Sampled Publications

The trends identified through SNA in citation patterns indicate two lines of thematic clusters (see Fig.  3 -A network graph depicting the citing and being cited patterns in the research corpus. Node sizes were defined by their citation count and betweenness centrality.). These clusters align with the results of the analysis of the titles, abstracts, and keywords of the sampled publications and forge the earlier themes (Theme 4: Emergency remote education and Theme 5: Pedagogy of care).

  • Thematic Cluster 1: The first cluster centers on the abilities of educational response, emergency remote education affordances, and continuity of education (Bozkurt & Sharma, 2020a ; Crawford et al., 2020 ; Hodges et al., 2020 ) to mitigate the impact of COVID-19 on education, especially for more vulnerable and disadvantaged groups (UNESCO, 2020 ; Viner et al., 2020 ). The thematic cluster one agrees with the theme four emergency remote education . The first trend line (See red line in Fig.  3 ) shows that the education system is vulnerable to external threats. Considering that interruption of education is not exclusive to pandemics – for example, political crises have also caused disruptions (Rapp et al., 2016 ) – it is clear that coping mechanisms are needed to ensure the continuity of education under all conditions. In this case, we need to reimagine and recalibrate education to make it resilient, flexible, and adaptive, not only to ensure the continuity of education, but also to ensure social justice, equity, and equality. Given that online education has its own limitations (e.g., it is restricted to online tools and infrastructures), we need to identify alternative entry points for those who do not have digital devices or lack access to the internet.
“What we teach in these times can have secondary importance. We have to keep in mind that students will remember not the educational content delivered, but how they felt during these hard times. With an empathetic approach, the story will not center on how to successfully deliver educational content, but it will be on how learners narrate these times” (p. iv).

Conclusion and Suggestions

The results from this study indicate that quick adaptability and flexibility have been key to surviving the substantial challenges generated by COVID-19. However, extreme demands on flexibility have taken a toll on human well-being and have exacerbated systemic issues like inequity and inequality. Using data mining that involved network analysis and text mining as analytical tools, this research provides a panoramic picture of the COVID-19-related themes educational researchers have addressed in their work. A sample of 1150 references yielded seven themes, which served to provide a comprehensive meta-narrative about COVID-19 and its impact on education.

A portion of the sampled publications focused on what we refer to as the great reset , highlighting the challenges that the emergency lockdown brought to the world. A publication pattern centered around digital pedagogy posited distance and online learning as key components and identified the need for teacher training. Given the need for adaptability, a third theme revealed the demand for professional development in higher education and a future shift in educational roles. It can be recommended that future research investigate institutional policy changes and the adaptation to these changes in renewed educational roles. The ERE theme centered on the lack of preparation in instituting the forced changes brought about by the COVID-19 pandemic. The publications related to this theme revealed that the COVID-19 pandemic uncovered silent threads in educational environments, like depression, inequality, and injustice. A pedagogy of care has been developed with the aim of reducing anxiety and providing support through coping strategies. These research patterns indicate that the future of education demands sustainability and resilience in the face of uncertainty.

Results of the thematic analysis of citation patterns (Fig.  3 ) overlapped with two of the themes found in our thematic concept map (Fig.  1 ) and network graphic (Fig.  2 ). It was shown that researchers have emphasized the continuity of education and the psychological effects of the COVID-19 crisis on learners. Creating coping strategies to deal with global crises (e.g., pandemics, political upheavals, natural disasters) has been shown to be a priority for educational researchers. The pedagogy of resilience (Purdue University Innovative learning, n.d. ) provides governments, institutions, and instructors with an alternative tool to applying to their contexts in the face of hardship. Furthermore, prioritizing the psychological long-term effects of the crisis in learners could alleviate achievement gaps. We recommend that researchers support grieving learners through care (Noddings, 1984 ) and trauma-informed pedagogy (Imad, 2020 ). Our resilience and empathy will reflect our preparedness for impending crises. The thematic analysis of citation patterns (1: educational response, emergency remote education affordances, and continuity of education; 2: psychological impact of COVID-19) further indicates suggestions for future instructional/learning designers. Freire ( 1985 ) argues that to transform the world we need to humanize it. Supporting that argument, the need for human-centered pedagogical approaches (Robinson et al., 2020 ) by considering learning a multifaceted process (Hodges et al., 2021 ) for well-designed learning experiences (Moore et al., 2021 ) is a requirement and instructional/learning designers have an important responsibility not only to design courses but an entire learning ecosystem where diversity, sensitivity, and inclusivity are prioritized.

ERE is not a representative feature in the field of online education or distance education but rather, a forced reaction to extraordinary circumstances in education. The increasing confusion between the practice of ERE and online learning could have catastrophic consequences in learners' outcomes, teachers' instructional practices, and institutional policies. Researchers, educators, and policymakers must work cooperatively and be guided by sound work in the field of distance learning to design nourishing educational environments that serve students’ best interests.

In this study, text mining and social network analysis were demonstrated to be powerful tools for exploring and visualizing patterns in COVID-19-related educational research. However, a more in-depth examination is still needed to synthesize effective strategies that can be used to support us in future crises. Systematic reviews that use classical manual coding techniques may take more time but increase our understanding of a phenomenon and help us to develop specific action plans. Future systematic reviews can use the seven themes identified in this study to analyze primary studies and find strategies that counteract the survival of the fittest mindset to ensure that no student is left behind.

Acknowledgements

This paper is dedicated to all educators and instructional/learning designers who ensured the continuity of education during the tough times of the COVID-19 pandemic.

This article is produced as a part of the 2020 AECT Mentoring Program.

An external file that holds a picture, illustration, etc.
Object name is 11528_2022_759_Fig4_HTML.jpg

SNA of references covering pre-COVID-19 period (Only the first authors were labeled)

Authors’ Contributions

AB: Conceptualization, Methodology, Software, Formal analysis, Investigation, Resources, Data Curation, Writing—Original Draft, Writing—Review & Editing, Visualization, Funding acquisition.; KK: Conceptualization, Investigation, Writing—Original Draft, Writing—Review & Editing.; MT: Conceptualization, Investigation, Writing—Original Draft, Writing—Review & Editing.; ÖK: Conceptualization, Investigation, Writing—Original Draft, Writing—Review & Editing.; DCR: Conceptualization, Investigation, Writing—Original Draft, Writing—Review & Editing.

This paper is supported by Anadolu University, Scientific Research Commission with grant no: 2106E084.

Data Availability

Declarations.

This is a systematic review study and exempt from ethical approval.

The authors declare no competing interests.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Contributor Information

Aras Bozkurt, Email: moc.liamg@trukzobsara .

Kadir Karakaya, Email: ude.etatsai@ayakarak .

Murat Turk, Email: [email protected] .

Özlem Karakaya, Email: ude.etatsai@melzo .

Daniela Castellanos-Reyes, Email: ude.eudrup@dletsac .

  • Adedoyin OB, Soykan E. Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments. 2020 doi: 10.1080/10494820.2020.1813180. [ CrossRef ] [ Google Scholar ]
  • Aggarwal, C. C., & Zhai, C. (Eds.). (2012). Mining text data. Springer Science & Business Media. 10.1007/978-1-4614-3223-4
  • Aristovnik A, Keržič D, Ravšelj D, Tomaževič N, Umek L. Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability. 2020; 12 (20):8438. doi: 10.3390/su12208438. [ CrossRef ] [ Google Scholar ]
  • Ayebi-Arthur K. E-learning, resilience and change in higher education: Helping a university cope after a natural disaster. E-Learning and Digital Media. 2017; 14 (5):259–274. doi: 10.1177/2042753017751712. [ CrossRef ] [ Google Scholar ]
  • Baker, V. L. (2020, March 25). How colleges can better help faculty during the pandemic . Inside Higher Ed.  https://www.insidehighered.com/views/2020/03/25/recommendations-how-colleges-can-better-support-their-faculty-during-covid-19 . Accessed 15 Apr 2022
  • Baloran ET. Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma. 2020; 25 (8):635–642. doi: 10.1080/15325024.2020.1769300. [ CrossRef ] [ Google Scholar ]
  • Beaunoyer E, Dupéré S, Guitton MJ. COVID-19 and digital inequalities: Reciprocal impacts and mitigation strategies. Computers in Human Behavior. 2020; 111 :106424. doi: 10.1016/j.chb.2020.106424. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Blume C. German Teachers’ Digital Habitus and Their Pandemic Pedagogy. Postdigital Science and Education. 2020; 2 (3):879–905. doi: 10.1007/s42438-020-00174-9. [ CrossRef ] [ Google Scholar ]
  • Bond M. Schools and emergency remote education during the COVID-19 pandemic: A living rapid systematic review. Asian Journal of Distance Education. 2020; 15 (2):191–247. doi: 10.5281/zenodo.4425683. [ CrossRef ] [ Google Scholar ]
  • Bozkurt A. Intellectual roots of distance education: A progressive knowledge domain analysis. Distance Education. 2019; 40 (4):497–514. doi: 10.1080/01587919.2019.1681894. [ CrossRef ] [ Google Scholar ]
  • Bozkurt A. Resilience, adaptability, and sustainability of higher education: A systematic mapping study on the impact of the coronavirus (COVID-19) pandemic and the transition to the new normal. Journal of Learning for Development (JL4D) 2022; 9 (1):1–16. doi: 10.5281/zenodo.6370948. [ CrossRef ] [ Google Scholar ]
  • Bozkurt A, Sharma RC. Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education. 2020; 15 (1):i–vi. doi: 10.5281/zenodo.3778083. [ CrossRef ] [ Google Scholar ]
  • Bozkurt A, Sharma RC. Education in normal, new normal, and next normal: Observations from the past, insights from the present and projections for the future. Asian Journal of Distance Education. 2020; 15 (2):i–x. doi: 10.5281/zenodo.4362664. [ CrossRef ] [ Google Scholar ]
  • Bozkurt A, Sharma RC. On the verge of a new renaissance: Care and empathy oriented, human-centered pandemic pedagogy. Asian Journal of Distance Education. 2021; 16 (1):i–vii. doi: 10.5281/zenodo.5070496. [ CrossRef ] [ Google Scholar ]
  • Bozkurt A, Jung I, Xiao J, Vladimirschi V, Schuwer R, Egorov G, Lambert SR, Al-Freih M, Pete J, Olcott D, Jr, Rodes V, Aranciaga I, Bali M, Alvarez AV, Jr, Roberts J, Pazurek A, Raffaghelli JE, Panagiotou N, de Coëtlogon P, Shahadu S, Brown M, Asino TI, Tumwesige J, Ramírez Reyes T, Barrios Ipenza E, Ossiannilsson E, Bond M, Belhamel K, Irvine V, Sharma RC, Adam T, Janssen B, Sklyarova T, Olcott N, Ambrosino A, Lazou C, Mocquet B, Mano M, Paskevicius M. A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education. 2020; 15 (1):1–126. doi: 10.5281/zenodo.3878572. [ CrossRef ] [ Google Scholar ]
  • Brooks SK, Webster RK, Smith LE, Woodland L, Wessely S, Greenberg N, Rubin GJ. The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet. 2020; 395 (10227):912–920. doi: 10.1016/S0140-6736(20)30460-8. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Cao W, Fang Z, Hou G, Han M, Xu X, Dong J, Zheng J. The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research. 2020; 287 :112934. doi: 10.1016/j.psychres.2020.112934. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., ... & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3 (1), 1–20. 10.37074/jalt.2020.3.1.7
  • Czerniewicz L, Trotter H, Haupt G. Online teaching in response to student protests and campus shutdowns: Academics’ perspectives. International Journal of Educational Technology in Higher Education. 2019; 16 (1):43. doi: 10.1186/s41239-019-0170-1. [ CrossRef ] [ Google Scholar ]
  • DePietro, A. (2020). Here’s a look at the impact of coronavirus (COVID-19) on colleges and universities in the U.S. Forbes.  https://www.forbes.com/sites/andrewdepietro/2020/04/30/impact-coronavirus-covid-19-colleges-universities/?sh=20a7121461a6 . Accessed 15 Apr 2022
  • Dwivedi YK, Hughes DL, Coombs C, Constantiou I, Duan Y, Edwards JS, Gupta B, Lal B, Misra S, Prashant P, Raman R, Rana NP, Sharma SK, Upadhyay N. Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International Journal of Information Management. 2020; 55 :102211. doi: 10.1016/j.ijinfomgt.2020.102211. [ CrossRef ] [ Google Scholar ]
  • Fayyad U, Grinstein GG, Wierse A, editors. Information visualization in data mining and knowledge discovery. Morgan Kaufmann; 2002. [ Google Scholar ]
  • Freire P. The politics of education: Culture, power and liberation. Bergin & Garvey; 1985. [ Google Scholar ]
  • Greenhow C, Lewin C, Staud Willet KB. The educational response to Covid-19 across two countries: A critical examination of initial digital pedagogy adoption. Technology, Pedagogy and Education. 2020 doi: 10.1080/1475939X.2020.1866654. [ CrossRef ] [ Google Scholar ]
  • Guitton MJ. Cyberpsychology research and COVID-19. Computers in Human Behavior. 2020; 111 :106357. doi: 10.1016/j.chb.2020.106357. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Hansen DL, Shneiderman B, Smith MA, Himelboim I. Analyzing social media networks with NodeXL: Insights from a connected world. 2. Morgan Kaufmann; 2020. [ Google Scholar ]
  • Hern, A. (2020). Covid19 could cause permanent shift towards home working. The Guardian.  http://www.miamidadetpo.org/library/2020-03-13-uk-covid19-could-cause-permanent-shift-towards-home-working.pdf . Accessed 15 Apr 2022
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning . EDUCAUSE Review.  https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning . Accessed 15 Apr 2022
  • Hodges, C. B., Moore, S. L., Lockee, B. B., Aaron Bond, M., Jewett, A. (2021). An Instructional Design Process for Emergency Remote Teaching. In Burgos, D., Tlili, A., Tabacco, A. (Eds), Radical Solutions for Education in a Crisis Context. Lecture Notes in Educational Technology (pp. 37–51). Singapore: Springer. 10.1007/978-981-15-7869-4_3
  • Imad, M. (2020). Leveraging the neuroscience of now. Inside Higher Ed .  https://www.insidehighered.com/advice/2020/06/03/seven-recommendations-helping-students-thrive-times-trauma . Accessed 15 Apr 2022
  • Islam MA, Barna SD, Raihan H, Khan MNA, Hossain MT. Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PLoS ONE. 2020; 15 (8):e0238162. doi: 10.1371/journal.pone.0238162. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Johnson N, Veletsianos G, Seaman J. U.S. faculty and administrators’ experiences and approaches in the early weeks of the COVID-19 pandemic. Online Learning. 2020; 24 (2):6–21. doi: 10.24059/olj.v24i2.2285. [ CrossRef ] [ Google Scholar ]
  • Karakaya K. Design considerations in emergency remote teaching during the COVID-19 pandemic: A human-centered approach. Education Technology Research and Development. 2021; 69 :295–299. doi: 10.1007/s11423-020-09884-0. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • König J, Jäger-Biela DJ, Glutsch N. Adapting to online teaching during COVID-19 school closure: Teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education. 2020; 43 (4):608–622. doi: 10.1080/02619768.2020.1809650. [ CrossRef ] [ Google Scholar ]
  • Korkmaz G, Toraman Ç. Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning. International Journal of Technology in Education and Science. 2020; 4 (4):293–309. doi: 10.46328/ijtes.v4i4.110. [ CrossRef ] [ Google Scholar ]
  • Lorenzo G. The Sloan Semester. Journal of Asynchronous Learning Networks. 2008; 12 (2):5–40. doi: 10.24059/olj.v12i2.1693. [ CrossRef ] [ Google Scholar ]
  • Mishra S, Sahoo S, Pandey S. Research trends in online distance learning during the COVID-19 pandemic. Distance Education. 2021; 42 (4):494–519. doi: 10.1080/01587919.2021.1986373. [ CrossRef ] [ Google Scholar ]
  • Moore, S., Trust, T., Lockee, B. B., Bond, A., & Hodges, C. (2021). One year later... and counting: Reflections on emergency remote teaching and online learning. EDUCAUSE Review.  https://er.educause.edu/articles/2021/11/one-year-later-and-counting-reflections-on-emergency-remote-teaching-and-online-learning . Accessed 15 Apr 2022
  • Nicola, M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis, C., ... & Agha, R. (2020). The socio-economic implications of the coronavirus and COVID-19 pandemic: A review. International Journal of Surgery, 78 , 185-193. 10.1016/j.ijsu.2020.04.018 [ PMC free article ] [ PubMed ]
  • Noddings N. Caring: A feminine approach to ethics. Moral Education; 1984. [ Google Scholar ]
  • Oldekop, J. A., Horner, R., Hulme, D., Adhikari, R., Agarwal, B., ... Zheng, Y. (2020). Covid-19 and the case for global development. World Development, 134 , 105044. [ PMC free article ] [ PubMed ]
  • Pelletier, K., Brown, M., Brooks, D. C., McCormack, M., Reeves, J., Arbino, N., Bozkurt, A., Crawford, S., Czerniewicz, L., Gibson, R., Linder, K., Mason, J., & Mondelli, V. (2021). 2021 EDUCAUSE Horizon Report Teaching and Learning Edition . EDUCAUSE.  https://www.learntechlib.org/p/219489/ . Accessed 15 Apr 2022
  • Purdue University Innovative Learning. (n.d.). Hy-flex and resilient pedagogy resources.  https://www.purdue.edu/innovativelearning/teaching-remotely/pedagogy.aspx . Accessed 15 Apr 2022 
  • Quilter-Pinner H, Ambrose A. The new normal: The future of education after Covid-19. The Institute for Public Policy Research; 2020. [ Google Scholar ]
  • Rapp C, Gülbahar Y, Adnan M. e-Tutor: A multilingual open educational resource for faculty development to teach online. International Review of Research in Open and Distributed Learning. 2016; 17 (5):284–289. doi: 10.19173/irrodl.v17i5.2783. [ CrossRef ] [ Google Scholar ]
  • Robinson H, Al-Freih M, Kilgore W. Designing with care: Towards a care-centered model for online learning design. The International Journal of Information and Learning Technology. 2020; 37 (3):99–108. doi: 10.1108/IJILT-10-2019-0098. [ CrossRef ] [ Google Scholar ]
  • Rodrigues M, Franco M, Silva R. COVID-19 and Disruption in Management and Education Academics: Bibliometric Mapping and Analysis. Sustainability. 2020; 12 (18):7362. doi: 10.3390/su12187362. [ CrossRef ] [ Google Scholar ]
  • Rose S. Medical student education in the time of COVID-19. JAMA. 2020; 323 (21):2131–2132. doi: 10.1001/jama.2020.5227. [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): impact on education and mental health of students and academic staff. Cureus, 12 (4). 10.7759/cureus.7541 [ PMC free article ] [ PubMed ]
  • Schwab M, Malleret T. Covid-19: The great reset. World Economic Forum; 2020. [ Google Scholar ]
  • Shim TE, Lee SY. College students’ experience of emergency remote teaching due to COVID-19. Children and Youth Services Review. 2020; 119 :105578. doi: 10.1016/j.childyouth.2020.105578. [ PMC free article ] [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Smith AE, Humphreys MS. Evaluation of unsupervised semantic mapping of natural language with Leximancer concept mapping. Behavior Research Methods. 2006; 38 (2):262–279. doi: 10.3758/bf03192778. [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Suleri J. Learners’ experience and expectations during and post COVID-19 in higher education. Research in Hospitality Management. 2020; 10 (2):91–96. doi: 10.1080/22243534.2020.1869463. [ CrossRef ] [ Google Scholar ]
  • Talidong KJB, Toquero CMD. Philippine teachers’ practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma. 2020; 25 (6–7):573–579. doi: 10.1080/15325024.2020.1759225. [ CrossRef ] [ Google Scholar ]
  • Thurmond VA. The point of triangulation. Journal of Nursing Scholarship. 2001; 33 (3):253–258. doi: 10.1111/j.1547-5069.2001.00253.x. [ PubMed ] [ CrossRef ] [ Google Scholar ]
  • Time (2020). The great reset: cover image.  https://time.com/collection/great-reset/ . Accessed 15 Apr 2022
  • Tull, S., Dabner, N., & Ayebi-Arthur, K. (2017). Social media and e-learning in response to seismic events: Resilient practices. Journal of Open, Flexible & Distance Learning , 21 (1), 63–76.  http://www.jofdl.nz/index.php/JOFDL/article/view/405 . Accessed 15 Apr 2022
  • UNESCO. (2020). COVID-19 education response.  https://en.unesco.org/covid19/educationresponse/ . Accessed 15 Apr 2022
  • Unger S, Meiran WR. Student attitudes towards online education during the COVID-19 viral outbreak of 2020: Distance learning in a time of social distance. International Journal of Technology in Education and Science. 2020; 4 (4):256–266. doi: 10.46328/ijtes.v4i4.107. [ CrossRef ] [ Google Scholar ]
  • Van Lancker, W., & Parolin, Z. (2020). COVID-19, school closures, and child poverty: A social crisis in the making [published online ahead of print, 2020 Apr 7]. T he Lancet Public Health, 5 (5), e243–e244. 10.1016/S2468-2667(20)30084-0 [ PMC free article ] [ PubMed ]
  • Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., ... & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet Child & Adolescent Health, 4 (5), 397-404. 10.1016/S2352-4642(20)30095-X [ PMC free article ] [ PubMed ]
  • West, D., & Allen, J. (2020). How to address inequality exposed by the COVID-19 pandemic. Tech Crunch .  https://techcrunch.com/2020/10/27/how-to-address-inequality-exposed-by-the-covid-19-pandemic/ . Accessed 15 Apr 2022
  • Williamson B, Eynon R, Potter J. Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology. 2020; 45 (2):107–114. doi: 10.1080/17439884.2020.1761641. [ CrossRef ] [ Google Scholar ]
  • Xiao, J. (2021). From equality to equity to justice: Should online education be the new normal in education?. In Bozkurt, A. (Eds.), Handbook of research on emerging pedagogies for the future of education: Trauma-informed, care, and pandemic pedagogy (pp. 1–15). IGI Global. 10.4018/978-1-7998-7275-7.ch001
  • Zhu X, Liu J. Education in and after Covid-19: Immediate responses and long-term visions. Postdigital Science and Education. 2020; 2 :695–699. doi: 10.1007/s42438-020-00126-3. [ CrossRef ] [ Google Scholar ]

COVID-19 has fuelled a global ‘learning poverty’ crisis

Teacher Marzio Toniolo took this photo of single desks set up in a classroom ahead of the September 14 reopening of his primary school, when children return for the first time since the end of February when Italy’s original ‘red zone’ towns were put under lockdown, adhering to strict regulations to avoid coronavirus disease (COVID-19) contagion, in Santo Stefano Lodigiano,  Italy, September 10, 2020. Picture taken September 10, 2020. REUTERS/Marzio Toniolo - RC2YYI9B1CT3

The pandemic saw empty classrooms all across the world. Image:  REUTERS/Marzio Toniolo

.chakra .wef-1c7l3mo{-webkit-transition:all 0.15s ease-out;transition:all 0.15s ease-out;cursor:pointer;-webkit-text-decoration:none;text-decoration:none;outline:none;color:inherit;}.chakra .wef-1c7l3mo:hover,.chakra .wef-1c7l3mo[data-hover]{-webkit-text-decoration:underline;text-decoration:underline;}.chakra .wef-1c7l3mo:focus,.chakra .wef-1c7l3mo[data-focus]{box-shadow:0 0 0 3px rgba(168,203,251,0.5);} Joao Pedro Azevedo

covid 19 effect on education essay in hindi

.chakra .wef-9dduvl{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-9dduvl{font-size:1.125rem;}} Explore and monitor how .chakra .wef-15eoq1r{margin-top:16px;margin-bottom:16px;line-height:1.388;font-size:1.25rem;color:#F7DB5E;}@media screen and (min-width:56.5rem){.chakra .wef-15eoq1r{font-size:1.125rem;}} COVID-19 is affecting economies, industries and global issues

A hand holding a looking glass by a lake

.chakra .wef-1nk5u5d{margin-top:16px;margin-bottom:16px;line-height:1.388;color:#2846F8;font-size:1.25rem;}@media screen and (min-width:56.5rem){.chakra .wef-1nk5u5d{font-size:1.125rem;}} Get involved with our crowdsourced digital platform to deliver impact at scale

Stay up to date:.

  • Before the pandemic, the world was already facing an education crisis.
  • Last year, 53% of 10-year-old children in low- and middle-income countries either had failed to learn to read with comprehension or were out of school.
  • COVID-19 has exacerbated learning gaps further, taking 1.6 billion students out of school at its peak.
  • To mitigate the situation, parents, teachers, students, governments, and development partners must work together to remedy the crisis.

Even before COVID-19 forced a massive closure of schools around the globe, the world was in the middle of a learning crisis that threatened efforts to build human capital—the skills and know-how needed for the jobs of the future. More than half (53 percent) of 10-year-old children in low- and middle-income countries either had failed to learn to read with comprehension or were out of school entirely. This is what we at the World Bank call learning poverty . Recent improvements in Learning Poverty have been extremely slow. If trends of the last 15 years were to be extrapolated, it will take 50 years to halve learning poverty. Last year we proposed a target to cut Learning Poverty by at least half by 2030. This would require doubling or trebling the recent rate of improvement in learning, something difficult but achievable. But now COVID-19 is likely to deepen learning gaps and make this dramatically more difficult.

Have you read?

3 things we can do reverse the ‘covid slide’ in education, this indian state is a model of how to manage education during a pandemic, covid-19 is an opportunity to reset education. here are 4 ways how.

Temporary school closures in more than 180 countries have, at the peak of the pandemic, kept nearly 1.6 billion students out of school ; for about half of those students, school closures are exceeding 7 months. Although most countries have made heroic efforts to put remote and remedial learning strategies in place, learning losses are likely to happen. A recent survey of education officials on government responses to COVID-19 by UNICEF, UNESCO, and the World Bank shows that while countries and regions have responded in various ways, only half of the initiatives are monitoring usage of remote learning (Figure 1, top panel). Moreover, where usage is being monitored, the remote learning is being used by less than half of the student population (Figure 1, bottom panel), and most of those cases are online platforms in high- and middle-income countries.

A bar chart showing the prevalence of remote working distinguished by economic status of countries

COVID-19-related school closures are forcing countries even further off track from achieving their learning goals. Students currently in school stand to lose $10 trillion in labor earnings over their working lives. That is almost one-tenth of current global GDP, or half the United States’ annual economic output, or twice the global annual public expenditure on primary and secondary education.

In a recent brief I summarize the findings of three simulation scenarios to gauge potential impacts of the crisis on learning poverty. In the most pessimistic scenario, COVID-related school closures could increase the learning poverty rate in the low- and middle-income countries by 10 percentage points, from 53% to 63%. This 10-percentage-point increase in learning poverty implies that an additional 72 million primary-school-age children could fall into learning poverty , out of a population of 720 million children of primary-school age.

a chart showing covid-19's impact on globa learning poverty

This result is driven by three main channels: school closures, effectiveness of mitigation and remediation, and the economic impact. School closures, and the effectiveness of mitigation and remediation, will affect the magnitude of the learning loss, while the economic impact will affect dropout rates. In these simulations, school closures are assumed to last for 70% of the school year, there will be no remediation, mitigation effectiveness will vary from 5%, 7% and 15% for low-, middle- or high-income countries, respectively. The economic channel builds on macro-economic growth projections , and estimates the possible impacts of economic contractions on household income, and the likelihood that these will affect primary school age-school-enrollment.

Most of the potential increase in learning poverty would take place in regions with a high but still average level of learning poverty in the global context pre-COVID, such as South Asia (which had a 63% pre-pandemic rate of learning poverty), Latin America (48%) , and East Asia and the Pacific (21%). In Sub-Saharan Africa and Low-income countries, where learning poverty was already at 87% and 90% before COVID, increases would be relatively small, at 4 percentage points and 2 percentage points, respectively. This reflects that most of the learning losses in those regions would impact students who were already failing to achieve the minimum reading proficiency level by the end of primary—that is, those who were already learning-poor.

To gauge at the impacts of the current crisis in Sub-Saharan Africa and the Middle East and Northern Africa we need to examine other indicators of learning deprivation. In these two regions children are on average the furthest below the minimum proficiency level, with a Learning Deprivation Gap (the average distance of a learning deprived child to the minimum reading proficiency level) of approximately 20%. This rate is double the global average (10.5%), four times larger than the East Asia and Pacific Gap (5%), and more than tenfold larger the Europe and Central Asia average gap (1.3%). The magnitude of learning deprivation gap suggests that on average, students on those regions are one full academic year behind in terms of learning, or two times behind the global average.

In the most pessimistic scenario, COVID-19 school closures might increase the learning deprivation gap by approximately 2.5 percentage points in Sub-Saharan Africa, Middle East and North Africa, and Latin America. However, the same increase in the learning deprivation gap does not imply the same impact in qualitative terms. An indicator of the severity of learning deprivation, which captures the inequality among the learning deprived children, reveals that the severity of learning deprivation in the Middle East and Sub-Saharan Africa could increase by approximately 1.5 percentage points, versus an increase of 0.5 percentage points in Latin America. This suggests that the new learning-deprived in Latin America would remain closer to the minimum proficiency level than children in Middle East and Sub-Saharan Africa. As a consequence, the range of options required to identify students’ needs and provide learning opportunities, will be qualitatively different in these two groups of countries— more intense in Sub-Saharan Africa and the Middle East than in Latin America.

In absolute terms, Sub-Sharan Africa and the Middle East and Northern Africa would remain the two regions with the largest number of learning-deprived children. The depth of learning deprivation in Sub-Saharan Africa will increase by three times more than the number of children who are learning-deprived. This is almost three times the global average, and four times more than in Europe and Central Asia. This suggests an increase in the complexity and the cost of tackling the learning crisis in the continent.

Going forward, as schools reopen , educational systems will need to be more flexible and adapt to the student’s needs. Countries will need to reimagine their educational systems and to use the opportunity presented by the pandemic and its triple shock—to health, the economy, and the educational system—to build back better . Several policy options deployed during the crisis, such as remote learning solutions, structured lesson plans, curriculum prioritization, and accelerated teaching programs (to name a few), can contribute to building an educational system that is more resilient to crisis, flexible in meeting student needs, and equitable in protecting the most vulnerable.

The results from these simulations are not destiny. Parents, teachers, students, governments, and development partners can work together to deploy effective mitigation and remediation strategies to protect the COVID-19 generation’s future. School reopening, when safe, is critical, but it is not enough. The simulation results show major differences in the potential impacts of the crisis on the learning poor across regions . The big challenge will be to rapidly identify and respond to each individual student’s learning needs flexibly and to build back educational systems more resilient to shocks, using technology effectively to enable learning both at school and at home.

Don't miss any update on this topic

Create a free account and access your personalized content collection with our latest publications and analyses.

License and Republishing

World Economic Forum articles may be republished in accordance with the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License, and in accordance with our Terms of Use.

The views expressed in this article are those of the author alone and not the World Economic Forum.

Related topics:

The agenda .chakra .wef-n7bacu{margin-top:16px;margin-bottom:16px;line-height:1.388;font-weight:400;} weekly.

A weekly update of the most important issues driving the global agenda

.chakra .wef-1dtnjt5{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;-webkit-flex-wrap:wrap;-ms-flex-wrap:wrap;flex-wrap:wrap;} More on COVID-19 .chakra .wef-17xejub{-webkit-flex:1;-ms-flex:1;flex:1;justify-self:stretch;-webkit-align-self:stretch;-ms-flex-item-align:stretch;align-self:stretch;} .chakra .wef-nr1rr4{display:-webkit-inline-box;display:-webkit-inline-flex;display:-ms-inline-flexbox;display:inline-flex;white-space:normal;vertical-align:middle;text-transform:uppercase;font-size:0.75rem;border-radius:0.25rem;font-weight:700;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;line-height:1.2;-webkit-letter-spacing:1.25px;-moz-letter-spacing:1.25px;-ms-letter-spacing:1.25px;letter-spacing:1.25px;background:none;padding:0px;color:#B3B3B3;-webkit-box-decoration-break:clone;box-decoration-break:clone;-webkit-box-decoration-break:clone;}@media screen and (min-width:37.5rem){.chakra .wef-nr1rr4{font-size:0.875rem;}}@media screen and (min-width:56.5rem){.chakra .wef-nr1rr4{font-size:1rem;}} See all

covid 19 effect on education essay in hindi

Winding down COVAX – lessons learnt from delivering 2 billion COVID-19 vaccinations to lower-income countries

Charlotte Edmond

January 8, 2024

covid 19 effect on education essay in hindi

Here’s what to know about the new COVID-19 Pirola variant

October 11, 2023

covid 19 effect on education essay in hindi

How the cost of living crisis affects young people around the world

Douglas Broom

August 8, 2023

covid 19 effect on education essay in hindi

From smallpox to COVID: the medical inventions that have seen off infectious diseases over the past century

Andrea Willige

May 11, 2023

covid 19 effect on education essay in hindi

COVID-19 is no longer a global health emergency. Here's what it means

Simon Nicholas Williams

May 9, 2023

covid 19 effect on education essay in hindi

New research shows the significant health harms of the pandemic 

Philip Clarke, Jack Pollard and Mara Violato

April 17, 2023

The pandemic has had devastating impacts on learning. What will it take to help students catch up?

Subscribe to the brown center on education policy newsletter, megan kuhfeld , megan kuhfeld senior research scientist - nwea @megankuhfeld jim soland , jim soland assistant professor, school of education and human development - university of virginia, affiliated research fellow - nwea @jsoland karyn lewis , and karyn lewis director, center for school and student progress - nwea @karynlew emily morton emily morton research scientist - nwea @emily_r_morton.

March 3, 2022

As we reach the two-year mark of the initial wave of pandemic-induced school shutdowns, academic normalcy remains out of reach for many students, educators, and parents. In addition to surging COVID-19 cases at the end of 2021, schools have faced severe staff shortages , high rates of absenteeism and quarantines , and rolling school closures . Furthermore, students and educators continue to struggle with mental health challenges , higher rates of violence and misbehavior , and concerns about lost instructional time .

As we outline in our new research study released in January, the cumulative impact of the COVID-19 pandemic on students’ academic achievement has been large. We tracked changes in math and reading test scores across the first two years of the pandemic using data from 5.4 million U.S. students in grades 3-8. We focused on test scores from immediately before the pandemic (fall 2019), following the initial onset (fall 2020), and more than one year into pandemic disruptions (fall 2021).

Average fall 2021 math test scores in grades 3-8 were 0.20-0.27 standard deviations (SDs) lower relative to same-grade peers in fall 2019, while reading test scores were 0.09-0.18 SDs lower. This is a sizable drop. For context, the math drops are significantly larger than estimated impacts from other large-scale school disruptions, such as after Hurricane Katrina—math scores dropped 0.17 SDs in one year for New Orleans evacuees .

Even more concerning, test-score gaps between students in low-poverty and high-poverty elementary schools grew by approximately 20% in math (corresponding to 0.20 SDs) and 15% in reading (0.13 SDs), primarily during the 2020-21 school year. Further, achievement tended to drop more between fall 2020 and 2021 than between fall 2019 and 2020 (both overall and differentially by school poverty), indicating that disruptions to learning have continued to negatively impact students well past the initial hits following the spring 2020 school closures.

These numbers are alarming and potentially demoralizing, especially given the heroic efforts of students to learn and educators to teach in incredibly trying times. From our perspective, these test-score drops in no way indicate that these students represent a “ lost generation ” or that we should give up hope. Most of us have never lived through a pandemic, and there is so much we don’t know about students’ capacity for resiliency in these circumstances and what a timeline for recovery will look like. Nor are we suggesting that teachers are somehow at fault given the achievement drops that occurred between 2020 and 2021; rather, educators had difficult jobs before the pandemic, and now are contending with huge new challenges, many outside their control.

Clearly, however, there’s work to do. School districts and states are currently making important decisions about which interventions and strategies to implement to mitigate the learning declines during the last two years. Elementary and Secondary School Emergency Relief (ESSER) investments from the American Rescue Plan provided nearly $200 billion to public schools to spend on COVID-19-related needs. Of that sum, $22 billion is dedicated specifically to addressing learning loss using “evidence-based interventions” focused on the “ disproportionate impact of COVID-19 on underrepresented student subgroups. ” Reviews of district and state spending plans (see Future Ed , EduRecoveryHub , and RAND’s American School District Panel for more details) indicate that districts are spending their ESSER dollars designated for academic recovery on a wide variety of strategies, with summer learning, tutoring, after-school programs, and extended school-day and school-year initiatives rising to the top.

Comparing the negative impacts from learning disruptions to the positive impacts from interventions

To help contextualize the magnitude of the impacts of COVID-19, we situate test-score drops during the pandemic relative to the test-score gains associated with common interventions being employed by districts as part of pandemic recovery efforts. If we assume that such interventions will continue to be as successful in a COVID-19 school environment, can we expect that these strategies will be effective enough to help students catch up? To answer this question, we draw from recent reviews of research on high-dosage tutoring , summer learning programs , reductions in class size , and extending the school day (specifically for literacy instruction) . We report effect sizes for each intervention specific to a grade span and subject wherever possible (e.g., tutoring has been found to have larger effects in elementary math than in reading).

Figure 1 shows the standardized drops in math test scores between students testing in fall 2019 and fall 2021 (separately by elementary and middle school grades) relative to the average effect size of various educational interventions. The average effect size for math tutoring matches or exceeds the average COVID-19 score drop in math. Research on tutoring indicates that it often works best in younger grades, and when provided by a teacher rather than, say, a parent. Further, some of the tutoring programs that produce the biggest effects can be quite intensive (and likely expensive), including having full-time tutors supporting all students (not just those needing remediation) in one-on-one settings during the school day. Meanwhile, the average effect of reducing class size is negative but not significant, with high variability in the impact across different studies. Summer programs in math have been found to be effective (average effect size of .10 SDs), though these programs in isolation likely would not eliminate the COVID-19 test-score drops.

Figure 1: Math COVID-19 test-score drops compared to the effect sizes of various educational interventions

Figure 1 – Math COVID-19 test-score drops compared to the effect sizes of various educational interventions

Source: COVID-19 score drops are pulled from Kuhfeld et al. (2022) Table 5; reduction-in-class-size results are from pg. 10 of Figles et al. (2018) Table 2; summer program results are pulled from Lynch et al (2021) Table 2; and tutoring estimates are pulled from Nictow et al (2020) Table 3B. Ninety-five percent confidence intervals are shown with vertical lines on each bar.

Notes: Kuhfeld et al. and Nictow et al. reported effect sizes separately by grade span; Figles et al. and Lynch et al. report an overall effect size across elementary and middle grades. We were unable to find a rigorous study that reported effect sizes for extending the school day/year on math performance. Nictow et al. and Kraft & Falken (2021) also note large variations in tutoring effects depending on the type of tutor, with larger effects for teacher and paraprofessional tutoring programs than for nonprofessional and parent tutoring. Class-size reductions included in the Figles meta-analysis ranged from a minimum of one to minimum of eight students per class.

Figure 2 displays a similar comparison using effect sizes from reading interventions. The average effect of tutoring programs on reading achievement is larger than the effects found for the other interventions, though summer reading programs and class size reduction both produced average effect sizes in the ballpark of the COVID-19 reading score drops.

Figure 2: Reading COVID-19 test-score drops compared to the effect sizes of various educational interventions

Figure 2 – Reading COVID-19 test-score drops compared to the effect sizes of various educational interventions

Source: COVID-19 score drops are pulled from Kuhfeld et al. (2022) Table 5; extended-school-day results are from Figlio et al. (2018) Table 2; reduction-in-class-size results are from pg. 10 of Figles et al. (2018) ; summer program results are pulled from Kim & Quinn (2013) Table 3; and tutoring estimates are pulled from Nictow et al (2020) Table 3B. Ninety-five percent confidence intervals are shown with vertical lines on each bar.

Notes: While Kuhfeld et al. and Nictow et al. reported effect sizes separately by grade span, Figlio et al. and Kim & Quinn report an overall effect size across elementary and middle grades. Class-size reductions included in the Figles meta-analysis ranged from a minimum of one to minimum of eight students per class.

There are some limitations of drawing on research conducted prior to the pandemic to understand our ability to address the COVID-19 test-score drops. First, these studies were conducted under conditions that are very different from what schools currently face, and it is an open question whether the effectiveness of these interventions during the pandemic will be as consistent as they were before the pandemic. Second, we have little evidence and guidance about the efficacy of these interventions at the unprecedented scale that they are now being considered. For example, many school districts are expanding summer learning programs, but school districts have struggled to find staff interested in teaching summer school to meet the increased demand. Finally, given the widening test-score gaps between low- and high-poverty schools, it’s uncertain whether these interventions can actually combat the range of new challenges educators are facing in order to narrow these gaps. That is, students could catch up overall, yet the pandemic might still have lasting, negative effects on educational equality in this country.

Given that the current initiatives are unlikely to be implemented consistently across (and sometimes within) districts, timely feedback on the effects of initiatives and any needed adjustments will be crucial to districts’ success. The Road to COVID Recovery project and the National Student Support Accelerator are two such large-scale evaluation studies that aim to produce this type of evidence while providing resources for districts to track and evaluate their own programming. Additionally, a growing number of resources have been produced with recommendations on how to best implement recovery programs, including scaling up tutoring , summer learning programs , and expanded learning time .

Ultimately, there is much work to be done, and the challenges for students, educators, and parents are considerable. But this may be a moment when decades of educational reform, intervention, and research pay off. Relying on what we have learned could show the way forward.

Related Content

Megan Kuhfeld, Jim Soland, Beth Tarasawa, Angela Johnson, Erik Ruzek, Karyn Lewis

December 3, 2020

Lindsay Dworkin, Karyn Lewis

October 13, 2021

Education Policy K-12 Education

Governance Studies

Brown Center on Education Policy

Larry Cooley, Jenny Perlman Robinson

March 8, 2024

Rachel M. Perera

Amna Qayyum, Claudia Hui

March 7, 2024

IMAGES

  1. Impact Of Covid-19 In Education

    covid 19 effect on education essay in hindi

  2. New Opportunities

    covid 19 effect on education essay in hindi

  3. COVID-19 and Fall 2020: Impacts on U.S. International Higher Education

    covid 19 effect on education essay in hindi

  4. The COVID-19 pandemic has changed education forever. This is how

    covid 19 effect on education essay in hindi

  5. Educational & Outreach Materials (COVID-19)

    covid 19 effect on education essay in hindi

  6. COVID-19

    covid 19 effect on education essay in hindi

VIDEO

  1. Economic , political and social impact of the covid-19 pandemic. English Essay

  2. Essay Writing on CoronaVirus (COVID-19) for BA BSC MA MSC level

  3. COVID -19 effect #starboy #comedy #entertainment

COMMENTS

  1. Coronavirus Impact On Education System In India Covid 19 Effects On

    Coronavirus impact on education system in india covid 19 effects on education in india: ऑनलाइन शिक्षा भी उन मुट्ठी भर बच्चों तक ऐसे राज्यों में ही पहुंच पा रही है जहां बच्चों के पास स्मार्ट मोबाइल फोन के ...

  2. कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi)

    कोरोना वायरस पर निबंध (Essay on Coronavirus in Hindi) 100 शब्दों में कोरोना वायरस जिसे आमतौर पर COVID-19 के नाम से जाना जाता है, एक संक्रामक रोग है जो मनुष्यों में श्वसन प्रणाली ...

  3. The Effect of COVID-19 on Education

    The transition to an online education during the coronavirus disease 2019 (COVID-19) pandemic may bring about adverse educational changes and adverse health consequences for children and young adult learners in grade school, middle school, high school, college, and professional schools. The effects may differ by age, maturity, and socioeconomic ...

  4. भारत में बच्चों के जीवन पर कोविड

    *यूनिसेफ की फ्लैगशिप रिपोर्ट का नया डेटा कोविड-19 महामारी होने पर बाल टीकाकरण के प्रति भरोसे में बड़े पैमाने पर आई गिरावट के बीच भारत की टीकों के प्रति ...

  5. Coronavirus Covid 19 Lockdown Impact Effect On Education System Migrant

    Hindi News › Columns › Blog › coronavirus covid 19 lockdown impact effect on education system migrant labourers ... Read the latest and breaking Hindi news on amarujala.com. Get live Hindi news about India and the World from politics, sports, bollywood, business, cities, lifestyle, astrology, spirituality, ...

  6. PDF An analysis of COVID-19 Impacts On Indian Education System

    This paper aims to analyze the Impact of COVID-19 on Indian Education System, focusing on education during online teaching and assessment of students getting online classes in this pandemic from settings at home. INTRODUCTION Indian government has announced the lockdown and closure of educational institutions as a logical solution to enforce ...

  7. भारत में कोरोनावायरस के बारे में: जरूरी जानकारी

    क्या covid-19/कोविड - 19 बच्चों को प्रभावित करता है ? ये एक नया वायरस है और अभी हमें इस बारे में अधिक जानकारी नहीं है कि ये बच्चों को किस प्रकार ...

  8. Impact of COVID-19: a particular focus on Indian education system

    Abstract. The COVID-19 pandemic has stirred up the world, and its overwhelming impacts can be seen from micro to macro level, that is, from an individual's day-to-day functioning to the broader level—health sector, finance sector, and off course, the education sector. The younger generation is considered to be the torchbearer of the society.

  9. Education: How has COVID-19 impacted India's schoolchildren?

    COVID-19 forced a billion children out of school - here's how we can save their education. The report highlights India's stark digital divide and explains why, despite fears of Covid-19, over 90% of parents surveyed want schools to reopen. 97% of parents in rural areas want schools to reopen.

  10. उभरते श्वसन वायरस Covid-19 के सहित: पता लगाने, रोकथाम, प्रतिक्रिया और

    नोवल श्वसन वायरस (COVID-19) के उद्भव का पता लगाने, रोकथाम और सामना करने के लिए दी जानेवाली सूचना और सामुदायिक सहभाग हेतु कौनसी रणनीतियों ...

  11. How to Write About Coronavirus in a College Essay

    Writing About Coronavirus in Main and Supplemental Essays. Students can choose to write a full-length college essay on the coronavirus or summarize their experience in a shorter form. To help ...

  12. What have we learned about the COVID-19 impact on education so far?

    The impact of COVID on education. The impact of COVID-19 on education across the world has been unprecedented and devastating. By mid-April 2020, almost 1.6 billion learners in 190 countries had been affected by school closures, which were happening on a scale never seen before. With national governments being forced to make difficult priority decisions regarding public health, the economy and ...

  13. COVID-19 and its impact on education, social life and mental health of

    The aim of this survey study is to investigate the impact of the COVID-19 pandemic on the education, health, and lifestyle of students from different age-groups. 2.2. Statistical analysis. In this study, we conducted a cross-sectional survey with a sample size of 1182 students from different educational institutions.

  14. Impact of Coronavirus on Education in India

    COVID-19 Map: List of all the countries in the world affected by Coronavirus pandemic Get here current GK and GK quiz questions in English and Hindi for India , World, Sports and Competitive exam ...

  15. COVID-19 : Hindi COVID-19

    Hindi COVID-19 - हिन्दी ... COVID-19 के दौरान आगंतुकों के लिए आवश्यकताएँ (Visiting requirements during COVID-19) COVID-19 महामारी के कारण आरसीएच [RCH] ने अपने रोगियों, उनके परिजनों ...

  16. Education during the COVID-19 Pandemic in India

    School Closures and Inequities in Online Learning. Due to the COVID-19 pandemic, India's poor educational records have been exacerbated, with schools being closed since March 2020. As can be seen from Figures 2 and 2A, schools in India have been closed for the largest number of weeks. The map also reveals that schools in India have been ...

  17. COVID-19 and its impact on education, social life and mental ...

    The article identified the following as the impact of COVID-19 on the students of different age groups: time spent on online classes and self-study, medium used for learning, sleeping habits, daily fitness routine, and the subsequent effects on weight, social life, and mental health. Moreover, our research found that in order to deal with ...

  18. Impact of Covid-19 on India's Education System

    Affects of Covid-19 on the Indian education system. In India, education system is closed temporarily to preventing spread of coronavirus, due to closure of both schools and colleges, 32 Crore students are affected. Classroom learning is converted into online classes. Online classes are implemented suddenly due to shut down of education system ...

  19. COVID's impact on education: Worst for the most vulnerable

    Listen to the article. As well as its health impacts, COVID-19 had a huge effect on the education of children - but the full scale is only just starting to emerge. As pandemic lockdowns continue to shut schools, it's clear the most vulnerable have suffered the most. Recovering the months of lost education must be a priority for all nations.

  20. The Impact of COVID-19 on Education: A Meta-Narrative Review

    Abstract. The rapid and unexpected onset of the COVID-19 global pandemic has generated a great degree of uncertainty about the future of education and has required teachers and students alike to adapt to a new normal to survive in the new educational ecology. Through this experience of the new educational ecology, educators have learned many ...

  21. COVID-19: How has the pandemic affected education?

    COVID-19. Follow. Before the pandemic, the world was already facing an education crisis. Last year, 53% of 10-year-old children in low- and middle-income countries either had failed to learn to read with comprehension or were out of school. COVID-19 has exacerbated learning gaps further, taking 1.6 billion students out of school at its peak.

  22. The pandemic has had devastating impacts on learning. What ...

    The average effect size for math tutoring matches or exceeds the average COVID-19 score drop in math. Research on tutoring indicates that it often works best in younger grades, and when provided ...

  23. The Impact of Covid-19 on Education Essay 200 Words

    Firstly, covid-19 has caused an interruption in the educational system. Covid-19 has greatly affected the educational system causing a slowdown and in some cases a halt to learning. The government due to this pandemic decided to take measures to curtail it by asserting rules that have affected education. The practical implication of 6 feet of ...

  24. Education without Formal Schooling through Tablets and Tutors ...

    The effects of the intervention were especially strong for girls compared to boys. Rural out-of-school children, but not urban out-of-school children or out-of-school children in urban slums, benefited greatly from the program. The program has little effect on noncognitive traits such as competence, self-esteem, and grit.

  25. The Pandemic's Impact on Special Educators: Academic Minute

    The Pandemic's Impact on Special Educators: Academic Minute. Today on the Academic Minute, part of Assumption University Week: Samantha Goldman, associate professor of special education and chair of the education department, explains why the COVID-19 pandemic hit special educators particularly hard. Learn more about the Academic Minute here.