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


  • 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.
  • 4 Applied Linguistics & Technology Department, Iowa State University, Ames, IA USA.
  • 5 Educational Psychology, Learning Sciences, University of Oklahoma, Norman, OK USA.
  • 6 Educational Technology & Human-Computer Interaction, Iowa State University, Ames, IA USA.
  • 7 Curriculum and Instruction, Learning Design and Technology, Purdue University, West Lafayette, IN USA.
  • PMID: 35813033
  • PMCID: PMC9255479
  • DOI: 10.1007/s11528-022-00759-0

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.

Keywords: COVID-19; Coronavirus pandemic; Education during the pandemic; Impact of the COVID-19 pandemic; Teaching and learning in the new normal.

© Association for Educational Communications & Technology 2022.


The perceived impact of covid-19 on student well-being and the mediating role of the university support: evidence from france, germany, russia, and the uk.

\nMaria S. Plakhotnik

  • 1 Department of Management, HSE University, Moscow, Russia
  • 2 Department of Management, Kedge Business School, Talence, France
  • 3 Department of Management, Kedge Business School, Marseille, France
  • 4 Hertfordshire Business School, University of Hertfordshire, Hatfield, United Kingdom
  • 5 Department Business and Economics, Berlin School of Economics and Law, Berlin, Germany

The rapid and unplanned change to teaching and learning in the online format brought by COVID-19 has likely impacted many, if not all, aspects of university students' lives worldwide. To contribute to the investigation of this change, this study focuses on the impact of the pandemic on student well-being, which has been found to be as important to student lifelong success as their academic achievement. Student well-being has been linked to their engagement and performance in curricular, co-curricular, and extracurricular activities, intrinsic motivation, satisfaction, meaning making, and mental health. The purpose of this study was to examine how student perceptions of their degree completion and future job prospects during the pandemic impact their well-being and what role university support plays in this relationship. We used the conservation of resources theory to frame our study and to develop five hypotheses that were later tested via structural equation modeling. Data were collected from 2,707 university students in France, Germany, Russia, and UK via an online survey. The results showed that university support provided by instructors and administration plays a mediating role in the relationship between the perceived impact of COVID-19 on degree completion and future job prospects and levels of student well-being. Student well-being is decreased by their concerns for their degree completion but not by their concerns for future job prospects. In turn, concerns for future job prospects affect student well-being over time. These results suggest that in a “new normal,” universities could increase student well-being by making support to student studies a priority, especially for undergraduates. Also, universities should be aware of the students' changing emotional responses to crisis and ensure visibility and accessibility of student support.


Student well-being has become a concern for many colleges and universities globally as they acknowledge the importance of a balance between psychological, social, emotional, and physical aspects of student lives (e.g., Flinchbaugh et al., 2012 ; Mahatmya et al., 2018 ). Student well-being could be understood as “reduction in stress, enhanced experienced meaning and engagement in the classroom, and ultimately, heightened satisfaction with life” ( Flinchbaugh et al., 2012 , p. 191). Student well-being includes concepts of motivation, identity, self-esteem, self-efficacy, and self-regulation in the context of learning and matriculating through the program to get a degree ( Willis et al., 2019 ). Student well-being has shown to increase their engagement in learning activities, meaning making, a sense of belonging, positive relationships with others, autonomy, and competencies ( Sortheix and Lönnqvist, 2015 ; Baik et al., 2016 ; Cox and Brewster, 2020 ) and reduce their burn-out, stress, frustration, dissatisfaction, and withdrawal from active learning ( Flinchbaugh et al., 2012 ; Mokgele and Rothman, 2014 ; Yazici et al., 2016 ). Therefore, well-being not only fosters student academic achievement, but also prepares students for lifelong success ( Mahatmya et al., 2018 ). Not surprisingly, many universities across the globe have decided to make well-being their central strategic goal. For example, in Europe, seven universities from seven different regions along with over 100 partnering organizations formed the European University of Well-Being—EUniWell—to promote well-being of students, staff, and communities. Meanwhile, Schools for Health in Europe Network Foundation (2019) is working on health and well-being standards and indicators that offer guidelines to promote health in schools in Europe. In the United Kingdom, the Higher Education Policy Institute (2019) and Advance Higher Education work together to monitor student well-being by continuously collecting and analyzing data from full-time undergraduate students. In the United States, George Mason University, VA, has implemented a university-wide “Well-Being University Initiative” that is coordinated and advanced by a specially created center. The University System of Georgia, USA, has adopted a similar vision of a well-being culture to enhance lives of its community.

Prior to the pandemic, levels of well-being among college students were troublesome ( Poots and Cassidy, 2020 ). For example, in the United States, only one in 10 students graduating from universities measured high in all elements of well-being ( Gallup, 2020 ). In the United Kingdom, undergraduates were reported to have lower well-being than the general population and their well-being was in decline for several years ( Higher Education Policy Institute, 2019 ). This unfortunate state of well-being among students undoubtedly has been devastated by the pandemic that has brought suffering, frustration, discomfort, fear, loss, and other negative emotions and experiences. Students across the world have suddenly been expected to work and learn online, which requires access to good IT infrastructure and equipment, connectivity, and different digital and cognitive skills. Students worry not only about the infection risk but also about their degree completion and unemployment upon graduation, which impacted their well-being even prior to the pandemic ( Moate et al., 2019 ).

Since the outbreak of Covid-19, research has shown the psychological impact of the pandemic on university students and discussed the coping solutions. For instance, disruptions in academic processes due to Covid-19 pandemic have increased student anxiety ( Wang et al., 2020 ), especially for those without adequate social support ( Cao et al., 2020 ). Other health risks, such as depression, alcohol and drug consumption, and eating disorder symptoms, have been reported among German university students ( Kohls et al., 2020 ). Consequently, students with lower levels of mental well-being experience more stress about their academic activities and decreased self-efficacy, satisfaction with coursework, and sense of belonging to university ( Capone et al., 2020 ). Stress also has been found to decrease medical students' enthusiasm to learn and practice medicine upon graduation ( Ye et al., 2020 ). The pandemic has also increased student workload, uncertainty about the semester completion, and confusion about study expectations, which resulted in higher stress levels ( Stathopoulou et al., 2020 ; Van de Velde et al., 2020 ). Due to the limited social life during the pandemic, these students have also reported feeling lonely, anxious, and depressed ( Essadek and Rabeyron, 2020 ). Prior studies highlighted some coping solutions; for example, students searching for information about the pandemic ( Capone et al., 2020 ; Wathelet et al., 2020 ) and for meaning in life ( Arslan et al., 2020 ) have higher levels of mental well-being. Students who spend much time on social media platforms and have strong motivation for online learning also report lower levels of distress ( Al-Tammemi et al., 2020 ). Surprisingly, Capone et al. (2020) found no significant deviation in levels of stress and mental well-being from the accepted norm among college students in Italy.

These and other researchers (e.g., Li et al., 2020 ; Zhai and Du, 2020 ) call for better understanding of the impact of COVID-19 on student psychological states. First, colleges and universities across the globe need to identify and adopt strategies and resources to address the impact of COVID-19, which is likely to be long lasting. These strategies would include a revision of the existing practices and interventions at the curricular, co-curricular, and extracurricular levels (e.g., Yamada and Victor, 2012 ; Maybury, 2013 ; Kareem and Bing, 2014 ; Mokgele and Rothman, 2014 ) and at the university-wide level ( Mahatmya et al., 2018 ). Second, COVID-19 has created much uncertainty about “a new normal” in student learning and university functioning. Currently, when most countries are still responding to the pandemic, it seems possible, if not likely, that the change to online or hybrid modes of learning will become more prevalent in colleges and universities across the globe. Therefore, new strategies and resources need to be developed to improve student well-being in the online or hybrid environment. Third, to find effective strategies and resources, colleges, and universities have to identify and understand factors and mechanisms through, which COVID-19 affects student well-being. Consequently, this study sought to examine how student perceptions of their degree completion and future job prospects during the pandemic impact their well-being and what role university support plays in this relationship. To achieve this goal, the study used four scales to collect self-reported data from students in four countries, such as France, Germany, Russia, and the United Kingdom (UK).

Our research contributions are three-fold. First, the study contributes to the emergent knowledgebase of the impact of COVID-19 on student well-being in general (e.g., Al-Tammemi et al., 2020 ; Capone et al., 2020 ; Li et al., 2020 ) and student well-being in France, Germany, Russia and UK in particular (e.g., Essadek and Rabeyron, 2020 ; Kohls et al., 2020 ; Savage et al., 2020 ). Our findings could contribute to the research on the impact of COVID-19 on students and help the higher education sector internationally develop appropriate strategies. Second, this study identifies the key factors affecting students and their learning during the lockdown period and helps understand adjustments needed for the “new normal” learning environment. We argue that the change to an online or hybrid mode of learning will be the “new normal” for teaching, and, hence, we need to explore and find evidence for students to effectively deal with and learn in an online and hybrid environment. Third, using the conservation of resources theory (CoR; Hobfoll, 1988 , 1989 ), we enrich the application of prior student well-being research and provide a theoretical framework that helps understand the mechanism of university support on student well-being.

In the following sections, we introduce the concept of student well-being, provide an overview of the CoR theory ( Hobfoll, 1988 , 1989 ), and review resources that universities provide to enhance student well-being. Then we develop hypotheses, describe the study methodology, and present the results and discussion. We conclude with research limitations and future research direction.

Theoretical Background and Hypotheses Development

Conservation of resources theory.

The CoR theory ( Hobfoll, 1988 , 1989 ) suggests that people experience stress when they feel the threat of resource loss, a real net loss of resources, and/or a lack of gained resources after resource investment. Two types of resources are examined by this theory. On the one hand, individuals' external resources are object resources (e.g., for university student, laptop for taking online courses, living expenses), social resources (e.g., family help), and condition resources (e.g., stable internet and digital support offered by the university). On the other hand, individuals' internal resource includes personal resources (e.g., self-efficacy and self-control during distance learning) and energy resources (e.g., time and health; Chen et al., 2015 ; Hagger, 2015 ). The CoR theory is relevant to better understand the impacts of Covid-19 on university students' well-being as they need to follow fully or partially online courses, they are forced to reduce the social activities to the minimum level, and they should try to manage daily life in the new normal. Simultaneously, Covid-19 remains an international threat to both life and economies, resulting in widespread public nervousness This continuing global pandemic concurrent with the changes in university life are likely to decrease student well-being.

Applying the CoR theory to the current pandemic, Ojo et al. (2020) found that individual reaction and subsequent response to the crisis varies. Some people can bounce back easily and shortly ( Luthans et al., 2006 ; Malik and Garg, 2020 ) while some people will develop the symptoms such as depression or other psychiatric disorders. University students who are able to optimize the resource gains, cope with changes in daily life, and manage their emotions are more likely to perceive the crisis positively. This in turn not only shows their current level of resilience but additionally enables them to develop their resilience capability. Within this dynamic process, their resilience has served to reduce the stress ( Vinkers et al., 2020 ). In this vein, while students are balancing the resource gains (e.g., university support) and resource loss (e.g., change-related stressors), they show different levels of resilience and which affect their capability to maintain well-being.

Student Well-Being

Some researchers explain well-being in terms of equilibrium by stating that everybody has a baseline of happiness. According to Headey and Wearing (1991) , resources, psychic incomes, and subjective well-being are in a dynamic equilibrium. This equilibrium comprises “physical well-being, plenty of physical resources; absence of fatigue; psychological well-being and evenness of temper; freedom of movement and effectiveness in action; good relations with other people” ( Herzlich, 1974 , p. 60). From this perspective, well-being could be defined as the balance point between an individual's resource pool and the challenges faced ( Dodge et al., 2012 ; Chen et al., 2015 ).

During their program completion under the impacts of COVID-19, students face numerous challenges, demands, and turbulences that influence their well-being. For example, they experience diverse social and economic pressures ( Wood et al., 2018 ), have to balance their education, family, and work responsibilities ( Moate et al., 2019 ), and encounter social isolation, discrimination, language barriers, and cross-cultural differences ( Daddow et al., 2019 ). To successfully address these demands and succeed in their pursuit of education and a profession, students at all levels of education and across all disciplines have to have timely and adequate resources ( Mokgele and Rothman, 2014 ; Wood et al., 2018 ). These resources help to address students' needs and, hence, reduce their burn-out and stress and increase their engagement in learning activities, meaning making, and life satisfaction ( Flinchbaugh et al., 2012 ).

Universities can deploy these resources via curricular, co-curricular, and extracurricular activities ( Flinchbaugh et al., 2012 ; Yamada and Victor, 2012 ; Maybury, 2013 ). In the classroom, clear assessment criteria, classroom policies, and project deadlines can eliminate student frustration, dissatisfaction, and withdrawal from active learning ( Mokgele and Rothman, 2014 ). Sports and physical activity have also been shown to decrease depression and stress and increase student well-being ( Yazici et al., 2016 ). Campus libraries contribute to promoting student well-being by ensuring easy access to learning resources and a learning space for all students ( Cox and Brewster, 2020 ). These practices can also help students to increase intrinsic motivation to learn, voice their concerns, enact their identities, and make sense of their experiences. In contrast, a campus environment that does not efficiently address unhealthy and unethical social interactions, for example, bullying ( Chen and Huang, 2015 ), cyberbullying ( Musharraf and Anis-ul-Haque, 2018 ), and cyber dating abuse ( Viillora et al., 2020 ) increases student depression and anxiety and decreases student quality of life. This can lead to students starting to feel less happy and less intrinsically motivated to learn, which affects their well-being.

The Perceived Impact of COVID-19 on Degree Completion and Student Well-Being

During COVID-19, more than 100 countries implemented either nationwide or local “lock-down” measures at least once. Such closures meant that face-to-face courses have been transitioned to online learning ( Kwok et al., 2020 ). The impact of COVID-19 on student life becomes significant. These can be, for example, experiencing more workload, adapting oneself to an online learning mode immediately, or moving back to home without sufficient preparation but can also include more worries due to uncertainty and fear of pandemic. In addition, the impact of COVID-19 on each student varies. Some students have limited access to connectivity; some do not have adequate IT equipment to attend online classes, and others cannot afford the extra cost to improve their IT resources ( UNESCO, 2020 ). Meanwhile, students' subjective socioeconomic loss affects their life outcomes. In their study, Kohls et al. (2020) argue that income changes during the pandemic affect the levels of depressive symptoms. In other words, socioeconomic loss leads to increasing stress. For instance, many students rely on part-time jobs to gain their living expenses, and due to the lockdown and economic crisis, they either cannot get a renewed contract or they become unemployed. Unemployment leads not only to earning loss, but also to psychosocial asset loss, social withdrawal, and psychological and physical well-being loss ( Brand, 2015 ). All in all, the unavailable external resources can impact the student learning experience, for example, interrupted learning, lack of participation in in-class discussion, absenteeism in class, and restraints to taking their final exams, all of which can result in students accepting lower-status jobs in order to survive. Additionally, some students have also faced discrimination ( Hardinges, 2020 ) during COVID-19, which may lead to mental health problems ( Kang et al., 2020 ). Students from minority groups (e.g., Asian students, in particular the Chinese) have encountered social isolation and stereotypes, which could impact their student experience and job prospects.

Furthermore, the impact of the COVID-19 outbreak on the world has been substantial. With insufficient knowledge of the virus and no available vaccine for months, students may be prone to develop more negative emotions. Prior studies have shown that negative emotions have a critical impact on well-being ( Gross, 2015 ; Puente-Martínez et al., 2018 ). Students may experience real and potential loss of resources and a mismatch between task demand at the universities and their resource availability ( Hagger, 2015 ). With the increasing negative emotions, their well-being could be affected as they become more concerned about the impact of COVID-19 on their studies.

We, therefore, predict that COVID-19 would lead to students' negative well-being because students may experience more stress related to uncertainties in their academic success, negative economic impact, and lack of perceived support ( Cao et al., 2020 ). Meanwhile, students would feel the need to deploy more time and energy to protect themselves against and recover from resource loss ( Hobfoll et al., 2018 ) in order to avoid putting their well-being at risk. We propose the following hypothesis:

H1: The perceived impact of COVID-19 on student concerns for degree completion will negatively predict levels of student well-being.

The Perceived Impact of COVID-19 on Student Concerns for Future Job Prospects and Student Well-Being

COVID-19 has triggered a worldwide economic recession ( OECD, 2020 ). With the lockdown measures implemented by many governments, business opportunities become restricted in many sectors and unemployment is rising. Many companies have reported layoffs. As predicted during the first wave of the pandemic by OECD (2020) , the second wave of infections in late 2020 worsened the economic situation, and more companies suffered from the economic crisis, which has impacted job losses, financial well-being, and standards of living. As a result, students search for job opportunities to ensure their return on education investment would be limited. Thus, there are more job demands than supply. According to the CoR theory, when resources are lost or perceived to be threatened, people experience stress and are motivated to gain back their resources ( Baer et al., 2018 ). Under the economic lockdown and recession, more students may have difficulties in finding jobs and/or internships, which could negatively affect students' self-esteem (personal resource) and their individual economic well-being (object resource) for instance. Without a guarantee to job prospects, students feel more stressed about their future and return on education investment, which decreases their engagement in learning activities and increases their negative emotions ( Flinchbaugh et al., 2012 ). Therefore, the more concerned students feel about the impact of COVID-19 on their future job prospects, the lower their level of well-being and the higher the level of negative affect. We suggest the second hypothesis:

H2: The perceived impact of COVID-19 on student concerns for future job prospects will negatively predict levels of student well-being.

The Mediating Role of University Support

Universities play an important role in ensuring and increasing student well-being. In the classroom, specific interventions, including positive psychology assignments ( Maybury, 2013 ), stress management and journaling ( Flinchbaugh et al., 2012 ), and mindful awareness practices ( Yamada and Victor, 2012 ) have been shown to improve student well-being. A supportive and enabling environment on campus has been proved to ensure student well-being ( Kareem and Bing, 2014 ; Daddow et al., 2019 ) by fostering their sense of belonging, positive relationships with others, autonomy, and competencies ( Baik et al., 2016 ). For example, through informal social interactions students explore and relate to individual, group, and even the entire university values, which increases their well-being ( Sortheix and Lönnqvist, 2015 ). Mahatmya et al. (2018) describe a set of integrated and interrelated courses that incorporate both traditional and experiential learning activities for undergraduate students. To monitor and manage student well-being outside the classroom, universities provide other services and interventions, including, for example, stress management ( Mokgele and Rothman, 2014 ), counseling ( Kareem and Bing, 2014 ), inter-faith, and cultural diversity programs ( Daddow et al., 2019 ). In summary, these services and interventions represent the support that students can access and, therefore, can make students feel more positive about their resource gains. The perceived impact of COVID-19 may result in students perceiving university support to be limited, insufficient, or non-existent. Therefore, students would need extra resources to achieve the university success and increase their well-being. Therefore, we propose the following hypothesis:

H3a: University support will mediate the relationship between the perceived impact of COVID-19 on student concerns for degree completion and levels of student well-being.

Similarly, students need support from their universities to increase their chances of employment before and upon graduation ( McMurray et al., 2016 ; Donald et al., 2018 ). These are activities and initiatives provided by academic and student services, campus libraries and student organizations to help students cope with the study demands, develop professional networks, practice job interview skills, write resumes, and gain internships. However, COVID-19 has greatly impacted these resource offering. For example, career services would typically provide more support in a face-to-face format (e.g., career fairs and case championships), but now universities may face difficulties (e.g., time, money, and available talent) to develop effective comparable online services. If universities help students find jobs and internships, students could feel supported, less stressed, and more optimistic about their future careers. Hence, we propose the following hypothesis:

H3b: University support will mediate the relationship between the perceived impact of COVID-19 on student concerns for future job prospects and levels of student well-being.


Sample and procedure.

The sample was collected from university students in France, Germany, Russia, and UK between April and June, 2020. In total, 2,707 questionnaires were collected. However, 765 had missing values; after removing them, 1,932 observations were included for further analysis. Out of these 1,932 participants, 119 were recruited from UK, 227 from Russia, 1,314 from Germany, and 272 from France (see Table 1 ). From the students in the sample 63.8% were female, 35.8% male, and 0.4% other. The mean age was 22.87 years old. Most students lived at home (68.5%) and studied full-time (85.1%). Over half of the respondents were first- and second-year undergraduate students.

Table 1 . Demographics.

The questionnaire was administered with Qualtrics XM software. Participants received the link and filled in the questionnaire individually, voluntarily, and anonymously. The project followed ethical standards of research required by each participating university.

The first part of the self-reported questionnaire consisted of demographic details such as gender, age, country, place of residence, study mode, and study year. The main part of the questionnaire included the following four scales.

University Support

University support was measured by asking students to rate to which extent they got support from their lecturers and universities. Two items reflected university support and were measured on a 5-point Likert scale (e.g., Please rate these as they apply to your current experience: I get support that I need from the following:—My lecturers). This was based on the social support scale developed by Pierce et al. (1991) . Good internal consistency was achieved (α = 0.72).

Well-being can be conceptualized as having such components as valence and intensity ( Warr, 2003 ). Therefore, two scales were used to capture well-being in different states: in the moment and general.

In the Moment Well-Being

To test the valence of student well-being in response to predictors, it is important to represent well-being in terms of independent dimensions of positive and negative emotional states ( Tellegen et al., 1999 ). In the moment well-being was measured by a 5-point Likert scale developed and validated by Russell and Daniels (2018) . This scale helps to measure specific positive and negative emotional states relevant to a particular event in time, or “right now.” This ensures affect is measured at its lowest level in terms of duration demonstrating a specific emotional response ( Frijda, 1993 ). Examples of positive states include happy, motivated, and active; examples of negative states include anxious, annoyed, and tired. Good internal consistency was found for negative (α = 0.70) and positive (α = 0.79) dimensions.

General Positive Well-Being

To draw comprehensive conclusions as to the effects of predictors on student well-being, it is necessary to also use a summative circumplex model of well-being ( Feldman Barrett and Russell, 1998 ). This measures the second level of mood-based affect that is not directly anchored to an event and, therefore, at a different intensity to momentary affect ( Brief and Weiss, 2002 ). General positive well-being was measured with World Health Organization (1998) 5-point Likert scale ranging from “strongly disagree” to “strongly agree.” This scale helps to assess student mood-based affect for the past 2 weeks. A sample item is “I have felt cheerful and in good spirits and I have felt calm and relaxed.” Good internal consistency was found (α = 0.84).

Student Concerns

This scale was devised to assess participants' concerns about the impact of COVID-19 on the basis of seven items. The items were rated on a 5-point Likert scale ranging from “not at all stressed” to “extremely concerned.” Varimax orthogonal rotation with Kaiser normalization was used for factor analysis extraction. All factors with eigenvalue >1, explaining 60% of the variance, were considered for further analysis. Coefficients smaller than 0.5 were excluded to get a reasonable number of factors with larger share of variance ( Field, 2009 ). Adequacy of sample size measured by KMO and Bartlett's test of sphericity established a test score of 0.818 ( p < 0.001). Communalities for variables taken for analysis were >0.5. Based on the dimension reduction technique, two latent variables were found to account for 77.38%, so the following two subscales were identified:

Concerns for degree completion measured the perceived effect of COVID-19 on student ability to complete their degree and meet academic expectation. The following four items comprised the subscale: “my exams and assessments,” “my ability to complete my course,” “my final degree/course qualification grade,” and “my grades.” This subscale had a good internal consistency (α = 0.89).

Concerns for future job prospects measured the perceived effect of COVID-19 on student ability to become employed upon graduation. These three items comprised the subscale: “my employability,” “the wider economy,” and “job prospects.” This subscale had a good internal consistency (α = 0.86).

Data Analysis

The Statistical Package for Social Sciences software version (26) with AMOS was used to analyze the data. Descriptive analysis was used to determine means, standard deviations, confidence intervals, skewness, and correlations among the six main variables (see Table 2 ).

Table 2 . Descriptive statistics, correlations, and reliability coefficients.

Since the purpose of this study was to understand the antecedents of well-being, a path analysis was performed by employing structural equation modeling with maximum likelihood estimation method. The use of structural equation modeling in social science and education when testing mediation is recommended as it allows to test multiple pathways to assess the viability of the hypothesized model ( Wu and Zumbo, 2007 ).

The study was exploratory; therefore, two types of university concerns served as independent variables: support from university as a mediating variable and general well-being together with either negative or positive in the moment well-being as the dependent variables. To determine model fit, we applied two types of fit indices: absolute fit measures (χ 2 , RMSEA, AGFI) and incremental fit measures [NFI, NNFI (TLI), CFI; Hooper et al., 2008 ]. Chi-square (χ 2 ) in the range between 2.0 and 5.0 and the probability level with insignificant p -value ( p > 0.05) were acceptable for threshold levels. The root mean square error of approximation (RMSEA) in the range of 0.03–0.08 provides a good fit. Values >0.95 were suitable for the adjusted goodness-of-fit statistic (AGFI), normed-fit index (NFI), Tucker-Lewis index in AMOS (TLI) or non-normed fit index in EQS (NNFI), and comparative fit index (CFI; Hooper et al., 2008 ).

First, path analysis was run to further evaluate the relationships between student concerns for degree completion and future job prospects, university support, general well-being, and negative in the moment well-being. Path analysis was also used to test the mediation model in terms of overall fit. The model shows satisfying results with the following model fit statistics: p = 0.089, χ 2 = 2.901, RMSEA = 0.031, AGFI = 0.991, NFI = 0.999, NNFI (TLI) = 0.991, CFI = 0.999, and path coefficients presented in Figure 1 .

Figure 1 . Path analysis with negative in the moment well-being.

Second, similar analysis was performed to explore the relationships between student concerns, university support, general well-being, and positive in the moment well-being. This model demonstrates the following statistics: p = 0.055, χ 2 = 3.677, RMSEA = 0.037, AGFI = 0.989, NFI = 0.999, NNFI (TLI) = 0.990, CFI = 0.999 (see Figure 2 ).

Figure 2 . Path analysis with positive in the moment well-being.

All coefficients were significant beyond 0.05 level. The analyses of direct, indirect and total effects of student concerns on general well-being and both negative and positive in the moment well-being are shown in Tables 3 , 4 , respectively.

Table 3 . Direct, indirect, and total effects of student concerns on general well-being.

Table 4 . Direct, indirect, and total effects of student concerns on in the moment well-being.

The Perceived Impact of COVID-19 on Student Concerns for Degree Completion and Student Well-Being

The direct effect of student concerns for degree completion on general well-being and positive in the moment well-being is significant and negative (−0.18 and −0.40, respectively). However, when we consider negative in the moment well-being, concerns for degree completion had negative direct effect on general well-being (−0.26) and positive in the moment well-being (0.37). Moreover, the analysis of indirect effects demonstrates that university support mediates the effect of concerns for degree completion on general well-being (−0.31) and positive in the moment well-being (−0.07). In the same way, this construct influences negative in the moment well-being affect (0.05) and general well-being (−0.23). These results suggest that the perceived impact of COVID-19 on concerns for degree completion has a significant negative effect on student well-being while university support plays a mediating role between these two variables, therefore fully supporting H1and H3a.

The Perceived Impact of COVID-19 on Future Job Prospects and Student Well-Being

Concerns about the impact of COVID-19 on future job prospects have a direct effect on general well-being, which is significant and negative (−0.06), together with positive in the moment well-being and a significant positive effect on negative in the moment well-being (0.133). These results suggest that increased levels of concerns about the effect of COVID-19 on future job prospects leads to lower levels of general well-being and higher levels of negative in the moment well-being. Therefore, H2 is partially supported. Furthermore, university support attenuates the effect of concerns about future job prospects on negative in the moment well-being (−0.013) ( Table 4 ). These results support H3b, thereby suggesting university support has a beneficial effect on student well-being.

Regarding the future job prospects, degree completion, and well-being, we ran the analysis of variation (ANOVA) to understand the differences between undergraduates ( n = 1,625) and post-graduates ( n = 288) separately. Post-graduates did not show any significant differences regarding degree completion [ F (1, 286) = 0.065, p = 0.798], future job prospects [ F (1, 286) = 0.585, p = 0.445], and general well-being [ F (1, 286) = 0.626, p = 0.430]. However, significant differences between the undergraduate groups were observed for all three variables, namely, concerns for degree completion [ F (4, 1, 620) = 7.77, p < 0.001], future job prospects [ F (4, 1, 620) = 30.2, p < 0.001], and general well-being [ F (4, 1, 620 ) = 4.99, p < 0.001]. Then, a year-by-year comparison analysis was performed by applying Tukey's honestly significant difference test to examine how this is impacted by the year of study. As a result, first-year undergraduates (3.34 ± 1.09 min) expressed significantly higher levels of concerns for degree completion than third- (2.99 ± 1.17 min, p < 0.001) and fourth-year (2.98 ± 1.29 min, p = 0.01) students. Similarly, second-year undergraduates (3.34 ± 1.12 min) expressed significantly higher levels of concerns for degree completion than third- (2.99 ± 1.17 min, p < 0.001) and fourth-year (2.98 ± 1.29 min, p = 0.01) students. However, the findings were opposite when we compared the future job prospects means between years of study. The fourth-year students (3.76 ± 1.18 min) demonstrated higher significant concerns in comparison with other undergraduate groups, namely first-year (2.71 ± 1.12 min, p < 0.001), second-year (2.89 ± 1.25 min, p < 0.001), and even third-year (3.33 ± 1.26 min, p = 0.007) as well as those who study abroad or through placement programs (3.31 ± 1.15 min, p = 0.016). As for general well-being, the most optimistic group was undergraduates who participated in placement programs or studied abroad. These respondents expressed significantly higher levels regarding general well-being over the past week (3.09 ± 0.93 min) than first-year (2.84 ± 0.92 min, p = 0.039) and second-year (2.72 ± 0.97 min, p < 0.001) students. However, there were no statistically significant differences between placement/study abroad undergraduates and third-year (2.85 ± 0.94 min, p = 0.095) and fourth-year (2.93 ± 0.92 min, p = 0.641) students.

The purpose of this study was to examine how student perceptions of their degree completion and future job prospects during the pandemic impact their well-being and what role university support plays in this relationship. We developed and tested the relationship between the perceived impact of COVID-19, university support, and student well-being. Our results showed that the perceived impact of COVID-19 on student concerns for degree completion negatively predicts levels of student well-being. In other words, the more worried students are about the impact of COVID-19 on their studies, the more their levels of well-being decrease. This result is in line with the findings of Poots and Cassidy (2020) who found support to be a positive predictor of well-being and a significantly negative relationship between academic stress and support. COVID-19 disrupted the balance point between the students' resource pool relevant to their academic pursuits and the numerous challenges they face ( Dodge et al., 2012 ). Programs, processes, and services have gone online leading to student poor well-being. Therefore, the impact of the pandemic, and similar crises, extends beyond student perceptions of their success in their main role as students but also to their perceptions of happiness ( Pollard and Lee, 2003 ), life satisfaction ( Diener and Diener, 1996 ), and being intensely alive and authentic ( Ryan and Deci, 2001 ).

Also, the results revealed that the relationship between the perceived impact of COVID-19 on student concerns for degree completion and levels of student well-being is mediated by university support. This result illustrates the importance of university support on student perceptions and emotional states, including stress, meaning making, and life satisfaction ( Flinchbaugh et al., 2012 ). This university support represents a resource that is outside of individuals ( Hobfoll et al., 2018 ). When this support is timely and adequate ( Mokgele and Rothman, 2014 ; Wood et al., 2018 ), students can successfully deal with the demands of their educational pursuits. However, the study also indicates that when students perceive the negative impact of COVID-19 on their degree completion and well-being, they are less likely to perceive their university as supportive. We explain this situation with the different perceptions in effective support. Students and universities have differences in their views about which priorities support well-being ( Graham et al., 2016 ). Students perceive university support as valuable and effective when they can obtain lecturers' timely feedback to their emails, transparent, and fast communication in relation to the changes from the COVID-19 situation, dynamic online courses, and emergency financial support amongst other factors. Students are becoming more exigent on the resources that universities could offer to support their academic success and how efficiently the support is delivered. From the university perspective, they need to develop solutions that are in line with institutional or governmental measures, but little concrete information exists. Universities may find it difficult to cope with changes related to COVID-19 immediately (e.g., adopt fully online learning environments whilst not all the lecturers have the capabilities or facilities to teach online). Therefore, students perceive that university support is not sufficient to their academic success while universities have already made great efforts to ensure online learning and working-from-home policies. Given that students' immediate priority is their academic performance, they are trying to gain more educational resources than universities may be able to offer. Students, therefore, may perceive their university support as insufficient to their degree completion. This could also be explained by one of the principles of the CoR theory that states that resource loss is disproportionately more prominent than resource gain ( Hobfoll et al., 2018 ). Therefore, students seem to be very sensitive to a lack of or very little immediate and long-term university support to their academic success.

The study also found unexpected results related to the student perceptions of their future job prospects. First, there is no direct relationship between the perceived impact of COVID-19 on future job prospects and student well-being. In other words, student concerns about the impact of COVID-19 on their future job prospects does not decrease their level of well-being. This result needs further research. It is possible to suggest that students do not see an immediate threat because job prospects are about the future ( Xu et al., 2015 ). For instance, students that are not in their final academic year could feel less of a threat of resource loss in terms of future employment. Instead, they are more stressed and concerned about the impact of the pandemic on their degree completion that is more urgent at the moment. Interestingly, students who are more stressed about the impact of COVID-19 on their future job prospects are more likely to perceive their university as giving higher levels of support. As fewer employment opportunities exist in the labor market, students expect university networks to offer them some potential job opportunities.

The study also showed that students at different levels of education perceived the impact of the pandemic in different ways. The most vulnerable group was undergraduates who expressed significantly higher levels of concerns for degree completion. Perhaps, due to the uncertainty related to the duration of lockdowns, social distance measures, and other restrictions as well as vaccine effectiveness and availability, first year students struggled to see how they are able to complete their program the most. They also have fewer life experiences to cope with different types of stress that appeared simultaneously. At the same time, last year students struggled the most with potential job prospects. This is somewhat expected because this group of students usually tries to find full-time jobs upon the degree completion. University management can mitigate these student concerns by introducing relevant practices based on the student study year.

Theoretical Implications

This study offers several contributions to better understand the mechanism of university support on student well-being during the COVID-19. First, our findings are in line with the prior studies on the relationships between stress and well-being, and support and well-being. The research on the impact of COVID-19 on student concerns for degree completion and job prospects is underdeveloped. Therefore, by examining student resource loss, we have extended the application scope of the CoR theory and enriched COVID-19 related research.

Second, our findings highlight that students may not perceive university support in the same way when it is related to their concerns for degree completion or job prospects. Prior studies have acknowledged the positive relationship between university support and student well-being ( Baik et al., 2019 ). Our findings imply that perceived effective support is context-specific. Under the impact of COVID-19, all students are concerned about their academic performance and are more exigent on university support. When students feel that they are not able to get support to achieve the balance between resource investment (e.g., spending more time to work online for group-based activities) and the challenge of continuing with their studies (e.g., receiving no immediate feedback when they have inquiries for lecturers or administrators), they may have a lower level of well-being ( Dodge et al., 2012 ). To mitigate the risk to their well-being, students feel the need to deploy more time and energy to protect themselves against resource loss and recovery ( Hobfoll et al., 2018 ).

Third, this study assessed negative in the moment well-being. Our results show that university support could mediate the relationship between impacts of COVID-19 (both on degree completion and job prospects) and student well-being. However, when students perceive a high level of support from the university, they feel a higher level of well-being and a lower level of negative in the moment well-being. This once again implies that university support plays an important mediating role in student perceptions of well-being.

Practical Implications

This study confirms the mediating role of university support that helps turning negative impact of COVID-19 into positive feelings of well-being. Universities could increase student well-being by giving support to student studies and their career and job prospects. This support should come from a wide range of university services that are responsible for all aspects of the student learning experience. For example, program faculty and directors should provide students sufficient and timely information about upcoming mandatory internships. Career centers should utilize their partnerships and networks in the local community to assist in finding their first job after graduation and/or internships. This support should include course instructors, program directors, university management and administration, digital and IT support, and supports from partnership universities for international exchange programs. Supervisors and administration should work closely with students conducting research projects related to their theses or dissertations. They should support them in setting the dissertation topic and research questions, data collection and data analysis, discussion of initiation findings, text drafting, and defending.

The study also suggests that a lack of questioning or concerns related to university support from students does not imply that students feel that they are receiving this support. This could indicate that students may feel forgotten, abandoned, or hopeless about receiving support from the university. Therefore, universities should ensure visibility and accessibility of support, which in the context of online learning would require integration and collaboration between academic and university support services (e.g., IT support, career centers, academic advising, and international exchange programs). They help students navigate the support systems and access all the resources they require to succeed academically and professionally. Universities should not only provide the resources needed for students to engage with online learning, but also propose training on different online pedagogies to course instructors, as these two points could ensure more a positive learning experience for students and their well-being outcome. In addition, universities should monitor the student well-being experience and provide relevant resources and interventions.

Also, with online learning, face-to-face social interactions are missing. Therefore, lecturers and administrative staff should concentrate more on relationship building. They should facilitate the online learning experience, adopt clear communication strategies, improve the learning tools (e.g., PowerPoint and recorded lectures) and diversify assessment methods (e.g., moving from traditional exams to video-based oral presentation and using applications to motivate students to engage in online discussions).

From the student perspective, universities should be aware of the students' changing emotional responses from positive to negative during the COVID-19 pandemic. Given that the impact of COVID-19 would probably induce more negative emotional states, universities should offer more support for emotional management. This should encourage students to talk about their concerns, worries, and anxiety toward COVID-19 and to help them destigmatize the fear of COVID-19 on their studies and future. This support should not be a one-time-event, but ongoing. With positive emotions, students are more capable to counterbalance the perceived negative impact of COVID-19 on their degree completion and job prospects by effectively using different resources to reduce resource loss.

Finally, it is important to note that staff well-being is essential in order to support this student learning experience. Therefore, whilst universities propose different support activities to promote student learning, academic performance, and future job opportunities, they should also put in place a variety of resources to support staff. Pedagogy training, digital support, online well-ness programs, high quality information related to Covid-19, peer learning, appreciation attitude, and positive thinking should be promoted. University support and well-being feeling of their staff are a must for their adjustment to this “new normal” work context and a better service to students. It should be acknowledged that although many of the recommendations in this section are best practice in non-crisis times, this research has shown that the current acute pandemic situation and its effect on students (and staff) requires a sustained and reliable response, which utilizes existing policies and procedures to their maximum potential.

Limitations and Future Research

The study used a cross-sectional design, so the results cannot illustrate the process and evolution of how the identified variables influence student well-being. Considering the nature of the COVID-19 crisis, it would be very useful to develop a longitudinal study. Given the subjective nature of perceptions of well-being, there is an opportunity to extend the research and give a deeper understanding of the students' experience by taking a qualitative study approach. For example, phenomenology could help researchers understand lived experiences of students ( van Manen, 1990 ) during COVID-19. Phenomenology could also help to find out how students experience their well-being or how they “perceive it, describe it, feel about it, judge it, remember it, make sense of it and talk about it with others” ( Patton, 2002 , p. 104). Further studies could also explore potential variables that may be more likely to show differences in a cross-cultural context, for example, how various types of social support may be perceived differently in various cultural contexts. The study used self-reported data that could have created a certain bias, so future studies should consider using observations and document analysis to triangulate data.

The study found that there were no student concerns about the impact of COVID-19 on their future job prospects and this did not decrease their level of well-being. This result needs further research. For example, there may be some benefits of using a qualitative and cross-cultural approach such as diary methods. A longitudinal study could help tracking how student concerns for their future job prospects change. Many countries have overcome the second wave of COVID-19, but uncertainty about the economy and high unemployment rates remains. Similarly, it would be useful to understand how students address their concerns for their job prospects and employment and search for and obtain jobs.

The study showed the usefulness of the CoR theory in helping universities and students to understand the emotional responses and impacts on student well-being of the sudden and dramatic changes to the learning experience of an unexpected global crisis. It was found that a major crisis negatively impacts student well-being and their concerns about their studies. However, the longer-term concerns about job prospects and careers had no negative impact on well-being. Support was shown to be an important mediator in the overall impact on student well-being.

Data Availability Statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics Statement

The studies involving human participants were reviewed and approved by University of Hertfordshire SSAHEC with Delegated Authority. The patients/participants provided their written informed consent to participate in this study.

Author Contributions

GP and KM were substantially involved in planning and conducting the study. NV, SN, and SR-T carried out the data analysis. MP, CJ, and DY wrote the article with contributions by NV, GP, SN, and KM. All authors revised the manuscript critically for important intellectual content, read, and approved the submitted version. All authors were involved in distribution of the survey.

Conflict of Interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Keywords: COVID-19, university students, subjective well-being, university success, job prospects

Citation: Plakhotnik MS, Volkova NV, Jiang C, Yahiaoui D, Pheiffer G, McKay K, Newman S and Reißig-Thust S (2021) The Perceived Impact of COVID-19 on Student Well-Being and the Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK. Front. Psychol. 12:642689. doi: 10.3389/fpsyg.2021.642689

Received: 16 December 2020; Accepted: 09 June 2021; Published: 12 July 2021.

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Copyright © 2021 Plakhotnik, Volkova, Jiang, Yahiaoui, Pheiffer, McKay, Newman and Reißig-Thust. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Natalia V. Volkova,

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  • Published: 16 June 2020

COVID-19 impact on research, lessons learned from COVID-19 research, implications for pediatric research

  • Debra L. Weiner 1 , 2 ,
  • Vivek Balasubramaniam 3 ,
  • Shetal I. Shah 4 &
  • Joyce R. Javier 5 , 6

on behalf of the Pediatric Policy Council

Pediatric Research volume  88 ,  pages 148–150 ( 2020 ) Cite this article

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The COVID-19 pandemic has resulted in unprecedented research worldwide. The impact on research in progress at the time of the pandemic, the importance and challenges of real-time pandemic research, and the importance of a pediatrician-scientist workforce are all highlighted by this epic pandemic. As we navigate through and beyond this pandemic, which will have a long-lasting impact on our world, including research and the biomedical research enterprise, it is important to recognize and address opportunities and strategies for, and challenges of research and strengthening the pediatrician-scientist workforce.

The first cases of what is now recognized as SARS-CoV-2 infection, termed COVID-19, were reported in Wuhan, China in December 2019 as cases of fatal pneumonia. By February 26, 2020, COVID-19 had been reported on all continents except Antarctica. As of May 4, 2020, 3.53 million cases and 248,169 deaths have been reported from 210 countries. 1

Impact of COVID-19 on ongoing research

The impact on research in progress prior to COVID-19 was rapid, dramatic, and no doubt will be long term. The pandemic curtailed most academic, industry, and government basic science and clinical research, or redirected research to COVID-19. Most clinical trials, except those testing life-saving therapies, have been paused, and most continuing trials are now closed to new enrollment. Ongoing clinical trials have been modified to enable home administration of treatment and virtual monitoring to minimize participant risk of COVID-19 infection, and to avoid diverting healthcare resources from pandemic response. In addition to short- and long-term patient impact, these research disruptions threaten the careers of physician-scientists, many of whom have had to shift efforts from research to patient care. To protect research in progress, as well as physician-scientist careers and the research workforce, ongoing support is critical. NIH ( ), PCORI ( ), and other funders acted swiftly to provide guidance on proposal submission and award management, and implement allowances that enable grant personnel to be paid and time lines to be relaxed. Research institutions have also implemented strategies to mitigate the long-term impact of research disruptions. Support throughout and beyond the pandemic to retain currently well-trained research personnel and research support teams, and to accommodate loss of research assets, including laboratory supplies and study participants, will be required to complete disrupted research and ultimately enable new research.

In the long term, it is likely that the pandemic will force reallocation of research dollars at the expense of research areas funded prior to the pandemic. It will be more important than ever for the pediatric research community to engage in discussion and decisions regarding prioritization of funding goals for dedicated pediatric research and meaningful inclusion of children in studies. The recently released 2020 National Institute of Child Health and Development (NICHD) strategic plan that engaged stakeholders, including scientists and patients, to shape the goals of the Institute, will require modification to best chart a path toward restoring normalcy within pediatric science.

COVID-19 research

This global pandemic once again highlights the importance of research, stable research infrastructure, and funding for public health emergency (PHE)/disaster preparedness, response, and resiliency. The stakes in this worldwide pandemic have never been higher as lives are lost, economies falter, and life has radically changed. Ultimate COVID-19 mitigation and crisis resolution is dependent on high-quality research aligned with top priority societal goals that yields trustworthy data and actionable information. While the highest priority goals are treatment and prevention, biomedical research also provides data critical to manage and restore economic and social welfare.

Scientific and technological knowledge and resources have never been greater and have been leveraged globally to perform COVID-19 research at warp speed. The number of studies related to COVID-19 increases daily, the scope and magnitude of engagement is stunning, and the extent of global collaboration unprecedented. On January 5, 2020, just weeks after the first cases of illness were reported, the genetic sequence, which identified the pathogen as a novel coronavirus, SARS-CoV-2, was released, providing information essential for identifying and developing treatments, vaccines, and diagnostics. As of May 3, 2020 1133 COVID-19 studies, including 148 related to hydroxychloroquine, 13 to remdesivir, 50 to vaccines, and 100 to diagnostic testing, were registered on, and 980 different studies on the World Health Organization’s International Clinical Trials Registry Platform (WHO ICTRP), made possible, at least in part, by use of data libraries to inform development of antivirals, immunomodulators, antibody-based biologics, and vaccines. On April 7, 2020, the FDA launched the Coronavirus Treatment Acceleration Program (CTAP) ( ). On April 17, 2020, NIH announced a partnership with industry to expedite vaccine development ( ). As of May 1, 2020, remdesivir (Gilead), granted FDA emergency use authorization, is the only approved therapeutic for COVID-19. 2

The pandemic has intensified research challenges. In a rush for data already thousands of manuscripts, news reports, and blogs have been published, but to date, there is limited scientifically robust data. Some studies do not meet published clinical trial standards, which now include FDA’s COVID-19-specific standards, 3 , 4 , 5 and/or are published without peer review. Misinformation from studies diverts resources from development and testing of more promising therapeutic candidates and has endangered lives. Ibuprofen, initially reported as unsafe for patients with COVID-19, resulted in a shortage of acetaminophen, endangering individuals for whom ibuprofen is contraindicated. Hydroxychloroquine initially reported as potentially effective for treatment of COVID-19 resulted in shortages for patients with autoimmune diseases. Remdesivir, in rigorous trials, showed decrease in duration of COVID-19, with greater effect given early. 6 Given the limited availability and safety data, the use outside clinical trials is currently approved only for severe disease. Vaccines typically take 10–15 years to develop. As of May 3, 2020, of nearly 100 vaccines in development, 8 are in trial. Several vaccines are projected to have emergency approval within 12–18 months, possibly as early as the end of the year, 7 still an eternity for this pandemic, yet too soon for long-term effectiveness and safety data. Antibody testing, necessary for diagnosis, therapeutics, and vaccine testing, has presented some of the greatest research challenges, including validation, timing, availability and prioritization of testing, interpretation of test results, and appropriate patient and societal actions based on results. 8 Relaxing physical distancing without data regarding test validity, duration, and strength of immunity to different strains of COVID-19 could have catastrophic results. Understanding population differences and disparities, which have been further exposed during this pandemic, is critical for response and long-term pandemic recovery. The “Equitable Data Collection and Disclosure on COVID-19 Act” calls for the CDC (Centers for Disease Control and Prevention) and other HHS (United States Department of Health & Human Services) agencies to publicly release racial and demographic information ( )

Trusted sources of up-to-date, easily accessible information must be identified (e.g., WHO , CDC , and for children AAP (American Academy of Pediatrics) ) and should comment on quality of data and provide strategies and crisis standards to guide clinical practice.

Long-term, lessons learned from research during this pandemic could benefit the research enterprise worldwide beyond the pandemic and during other PHE/disasters with strategies for balancing multiple novel approaches and high-quality, time-efficient, cost-effective research. This challenge, at least in part, can be met by appropriate study design, collaboration, patient registries, automated data collection, artificial intelligence, data sharing, and ongoing consideration of appropriate regulatory approval processes. In addition, research to develop and evaluate innovative strategies and technologies to improve access to care, management of health and disease, and quality, safety, and cost effectiveness of care could revolutionize healthcare and healthcare systems. During PHE/disasters, crisis standards for research should be considered along with ongoing and just-in-time PHE/disaster training for researchers willing to share information that could be leveraged at time of crisis. A dedicated funded core workforce of PHE/disaster researchers and funded infrastructure should be considered, potentially as a consortium of networks, that includes physician-scientists, basic scientists, social scientists, mental health providers, global health experts, epidemiologists, public health experts, engineers, information technology experts, economists and educators to strategize, consult, review, monitor, interpret studies, guide appropriate clinical use of data, and inform decisions regarding effective use of resources for PHE/disaster research.

Differences between adult and pediatric COVID-19, the need for pediatric research

As reported by the CDC, from February 12 to April 2, 2020, of 149,760 cases of confirmed COVID-19 in the United States, 2572 (1.7%) were children aged <18 years, similar to published rates in China. 9 Severe illness has been rare. Of 749 children for whom hospitalization data is available, 147 (20%) required hospitalization (5.7% of total children), and 15 of 147 required ICU care (2.0%, 0.58% of total). Of the 95 children aged <1 year, 59 (62%) were hospitalized, and 5 (5.3%) required ICU admission. Among children there were three deaths. Despite children being relatively spared by COVID-19, spread of disease by children, and consequences for their health and pediatric healthcare are potentially profound with immediate and long-term impact on all of society.

We have long been aware of the importance and value of pediatric research on children, and society. COVID-19 is no exception and highlights the imperative need for a pediatrician-scientist workforce. Understanding differences in epidemiology, susceptibility, manifestations, and treatment of COVID-19 in children can provide insights into this pathogen, pathogen–host interactions, pathophysiology, and host response for the entire population. Pediatric clinical registries of COVID-infected, COVID-exposed children can provide data and specimens for immediate and long-term research. Of the 1133 COVID-19 studies on, 202 include children aged ≤17 years. Sixty-one of the 681 interventional trials include children. With less diagnostic testing and less pediatric research, we not only endanger children, but also adults by not identifying infected children and limiting spread by children.

Pediatric considerations and challenges related to treatment and vaccine research for COVID-19 include appropriate dosing, pediatric formulation, and pediatric specific short- and long-term effectiveness and safety. Typically, initial clinical trials exclude children until safety has been established in adults. But with time of the essence, deferring pediatric research risks the health of children, particularly those with special needs. Considerations specific to pregnant women, fetuses, and neonates must also be addressed. Childhood mental health in this demographic, already struggling with a mental health pandemic prior to COVID-19, is now further challenged by social disruption, food and housing insecurity, loss of loved ones, isolation from friends and family, and exposure to an infodemic of pandemic-related information. Interestingly, at present mental health visits along with all visits to pediatric emergency departments across the United States are dramatically decreased. Understanding factors that mitigate and worsen psychiatric symptoms should be a focus of research, and ideally will result in strategies for prevention and management in the long term, including beyond this pandemic. Social well-being of children must also be studied. Experts note that the pandemic is a perfect storm for child maltreatment given that vulnerable families are now socially isolated, facing unemployment, and stressed, and that children are not under the watch of mandated reporters in schools, daycare, and primary care. 10 Many states have observed a decrease in child abuse reports and an increase in severity of emergency department abuse cases. In the short term and long term, it will be important to study the impact of access to care, missed care, and disrupted education during COVID-19 on physical and cognitive development.

Training and supporting pediatrician-scientists, such as through NIH physician-scientist research training and career development programs ( ) at all stages of career, as well as fostering research for fellows, residents, and medical students willing to dedicate their research career to, or at least understand implications of their research for, PHE/disasters is important for having an ongoing, as well as a just-in-time surge pediatric-focused PHE/disaster workforce. In addition to including pediatric experts in collaborations and consortiums with broader population focus, consideration should be given to pediatric-focused multi-institutional, academic, industry, and/or government consortiums with infrastructure and ongoing funding for virtual training programs, research teams, and multidisciplinary oversight.

The impact of the COVID-19 pandemic on research and research in response to the pandemic once again highlights the importance of research, challenges of research particularly during PHE/disasters, and opportunities and resources for making research more efficient and cost effective. New paradigms and models for research will hopefully emerge from this pandemic. The importance of building sustained PHE/disaster research infrastructure and a research workforce that includes training and funding for pediatrician-scientists and integrates the pediatrician research workforce into high-quality research across demographics, supports the pediatrician-scientist workforce and pipeline, and benefits society.

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Department of Pediatrics, Division of Emergency Medicine, Boston Children’s Hospital, Boston, MA, USA

Debra L. Weiner

Harvard Medical School, Boston, MA, USA

Department of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison, WI, USA

Vivek Balasubramaniam

Department of Pediatrics and Division of Neonatology, Maria Fareri Children’s Hospital at Westchester Medical Center, New York Medical College, Valhalla, NY, USA

Shetal I. Shah

Division of General Pediatrics, Children’s Hospital Los Angeles, Los Angeles, CA, USA

Joyce R. Javier

Keck School of Medicine, University of Southern California, Los Angeles, CA, USA

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All authors made substantial contributions to conception and design, data acquisition and interpretation, drafting the manuscript, and providing critical revisions. All authors approve this final version of the manuscript.

Pediatric Policy Council

Scott C. Denne, MD, Chair, Pediatric Policy Council; Mona Patel, MD, Representative to the PPC from the Academic Pediatric Association; Jean L. Raphael, MD, MPH, Representative to the PPC from the Academic Pediatric Association; Jonathan Davis, MD, Representative to the PPC from the American Pediatric Society; DeWayne Pursley, MD, MPH, Representative to the PPC from the American Pediatric Society; Tina Cheng, MD, MPH, Representative to the PPC from the Association of Medical School Pediatric Department Chairs; Michael Artman, MD, Representative to the PPC from the Association of Medical School Pediatric Department Chairs; Shetal Shah, MD, Representative to the PPC from the Society for Pediatric Research; Joyce Javier, MD, MPH, MS, Representative to the PPC from the Society for Pediatric Research.

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Weiner, D.L., Balasubramaniam, V., Shah, S.I. et al. COVID-19 impact on research, lessons learned from COVID-19 research, implications for pediatric research. Pediatr Res 88 , 148–150 (2020).

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the impact of covid 19 on education research paper pdf

  • COVID-19 and your mental health

Worries and anxiety about COVID-19 can be overwhelming. Learn ways to cope as COVID-19 spreads.

At the start of the COVID-19 pandemic, life for many people changed very quickly. Worry and concern were natural partners of all that change — getting used to new routines, loneliness and financial pressure, among other issues. Information overload, rumor and misinformation didn't help.

Worldwide surveys done in 2020 and 2021 found higher than typical levels of stress, insomnia, anxiety and depression. By 2022, levels had lowered but were still higher than before 2020.

Though feelings of distress about COVID-19 may come and go, they are still an issue for many people. You aren't alone if you feel distress due to COVID-19. And you're not alone if you've coped with the stress in less than healthy ways, such as substance use.

But healthier self-care choices can help you cope with COVID-19 or any other challenge you may face.

And knowing when to get help can be the most essential self-care action of all.

Recognize what's typical and what's not

Stress and worry are common during a crisis. But something like the COVID-19 pandemic can push people beyond their ability to cope.

In surveys, the most common symptoms reported were trouble sleeping and feeling anxiety or nervous. The number of people noting those symptoms went up and down in surveys given over time. Depression and loneliness were less common than nervousness or sleep problems, but more consistent across surveys given over time. Among adults, use of drugs, alcohol and other intoxicating substances has increased over time as well.

The first step is to notice how often you feel helpless, sad, angry, irritable, hopeless, anxious or afraid. Some people may feel numb.

Keep track of how often you have trouble focusing on daily tasks or doing routine chores. Are there things that you used to enjoy doing that you stopped doing because of how you feel? Note any big changes in appetite, any substance use, body aches and pains, and problems with sleep.

These feelings may come and go over time. But if these feelings don't go away or make it hard to do your daily tasks, it's time to ask for help.

Get help when you need it

If you're feeling suicidal or thinking of hurting yourself, seek help.

  • Contact your healthcare professional or a mental health professional.
  • Contact a suicide hotline. In the U.S., call or text 988 to reach the 988 Suicide & Crisis Lifeline , available 24 hours a day, seven days a week. Or use the Lifeline Chat . Services are free and confidential.

If you are worried about yourself or someone else, contact your healthcare professional or mental health professional. Some may be able to see you in person or talk over the phone or online.

You also can reach out to a friend or loved one. Someone in your faith community also could help.

And you may be able to get counseling or a mental health appointment through an employer's employee assistance program.

Another option is information and treatment options from groups such as:

  • National Alliance on Mental Illness (NAMI).
  • Substance Abuse and Mental Health Services Administration (SAMHSA).
  • Anxiety and Depression Association of America.

Self-care tips

Some people may use unhealthy ways to cope with anxiety around COVID-19. These unhealthy choices may include things such as misuse of medicines or legal drugs and use of illegal drugs. Unhealthy coping choices also can be things such as sleeping too much or too little, or overeating. It also can include avoiding other people and focusing on only one soothing thing, such as work, television or gaming.

Unhealthy coping methods can worsen mental and physical health. And that is particularly true if you're trying to manage or recover from COVID-19.

Self-care actions can help you restore a healthy balance in your life. They can lessen everyday stress or significant anxiety linked to events such as the COVID-19 pandemic. Self-care actions give your body and mind a chance to heal from the problems long-term stress can cause.

Take care of your body

Healthy self-care tips start with the basics. Give your body what it needs and avoid what it doesn't need. Some tips are:

  • Get the right amount of sleep for you. A regular sleep schedule, when you go to bed and get up at similar times each day, can help avoid sleep problems.
  • Move your body. Regular physical activity and exercise can help reduce anxiety and improve mood. Any activity you can do regularly is a good choice. That may be a scheduled workout, a walk or even dancing to your favorite music.
  • Choose healthy food and drinks. Foods that are high in nutrients, such as protein, vitamins and minerals are healthy choices. Avoid food or drink with added sugar, fat or salt.
  • Avoid tobacco, alcohol and drugs. If you smoke tobacco or if you vape, you're already at higher risk of lung disease. Because COVID-19 affects the lungs, your risk increases even more. Using alcohol to manage how you feel can make matters worse and reduce your coping skills. Avoid taking illegal drugs or misusing prescriptions to manage your feelings.

Take care of your mind

Healthy coping actions for your brain start with deciding how much news and social media is right for you. Staying informed, especially during a pandemic, helps you make the best choices but do it carefully.

Set aside a specific amount of time to find information in the news or on social media, stay limited to that time, and choose reliable sources. For example, give yourself up to 20 or 30 minutes a day of news and social media. That amount keeps people informed but not overwhelmed.

For COVID-19, consider reliable health sources. Examples are the U.S. Centers for Disease Control and Prevention (CDC) and the World Health Organization (WHO).

Other healthy self-care tips are:

  • Relax and recharge. Many people benefit from relaxation exercises such as mindfulness, deep breathing, meditation and yoga. Find an activity that helps you relax and try to do it every day at least for a short time. Fitting time in for hobbies or activities you enjoy can help manage feelings of stress too.
  • Stick to your health routine. If you see a healthcare professional for mental health services, keep up with your appointments. And stay up to date with all your wellness tests and screenings.
  • Stay in touch and connect with others. Family, friends and your community are part of a healthy mental outlook. Together, you form a healthy support network for concerns or challenges. Social interactions, over time, are linked to a healthier and longer life.

Avoid stigma and discrimination

Stigma can make people feel isolated and even abandoned. They may feel sad, hurt and angry when people in their community avoid them for fear of getting COVID-19. People who have experienced stigma related to COVID-19 include people of Asian descent, health care workers and people with COVID-19.

Treating people differently because of their medical condition, called medical discrimination, isn't new to the COVID-19 pandemic. Stigma has long been a problem for people with various conditions such as Hansen's disease (leprosy), HIV, diabetes and many mental illnesses.

People who experience stigma may be left out or shunned, treated differently, or denied job and school options. They also may be targets of verbal, emotional and physical abuse.

Communication can help end stigma or discrimination. You can address stigma when you:

  • Get to know people as more than just an illness. Using respectful language can go a long way toward making people comfortable talking about a health issue.
  • Get the facts about COVID-19 or other medical issues from reputable sources such as the CDC and WHO.
  • Speak up if you hear or see myths about an illness or people with an illness.

COVID-19 and health

The virus that causes COVID-19 is still a concern for many people. By recognizing when to get help and taking time for your health, life challenges such as COVID-19 can be managed.

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

Pushpa gothwal.

1 Amity School of Enginnering and Technology, Amity University Rajasthan, Jaipur, India

Bosky Dharmendra Sharma

2 Mayoor Private School, Abu Dhabi, United Arab Emirates

Nandita Chaube

3 Gujarat Forensic Sciences University, Gandhinagar, India

Nadeem Luqman

4 Ansal University, New Delhi, India

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. As such, their nutrition, health, safety, and providing education for a holistic development being basic essential needs should be a prime concern for policymakers and all nations worldwide. The present theoretical framework sheds light on the negative as well as the positive impact of COVID-19 on education. It presents a critical analysis of how the education sector experienced a shift from contact teaching to digital learning and got a boost through various online platforms despite having its limitations at the same time including the multidimensional impact of uncertainty and difficulties in sustaining. The chapter also emphasizes the effects of home confinements on students and teachers as well. In this way, the present chapter puts forth the pros and cons of online teaching including various other related aspects.

12.1. Introduction

The word COVID was first discovered in Ontario Cancer Institute in Toronto in 1963. Since then, various mutations were found in different parts of the world, but COVID-19, which was discovered toward the end of 2019, will be written in the history of 2020. The history indicates such incidences every 100 years. Various types of flu infections such as plague (1720), cholera (1817), Spanish flu (1918), and corona virus (2019) have been declared as pandemics. The diagonals of impact or the crater created due to the situation are major concerns today.

The novel corona virus (COVID-19) was declared a pandemic by the World Health Organization (WHO) on March 11, 2020. It is established that this virus influences the aged persons more ( Zhou et al., 2020 ); however, this view was countered ( Bhatnagar et al., 2020 ) and few others have done descriptive and mathematical analysis of COVID spread and made few predictions upon it which are to be observed ( Harjule et al., 2020 , Kumari et al., 2020 , Singh et al., 2020 ). It has globally impacted many sectors like small and large scale businesses, the world economy, health sector, transportation, wages, industries, education, etc. It is evident by the news reports and other reliable sources that this pandemic has majorly brought adverse consequences. However, it is evident that during the global lockdown, a lot of curricular activities, including regular courses, webinars, faculty development programs, lectures, training, and certification programs, have much flourished when it comes to the education sector. Where this online facility has made education easier and comfortable, it has its limitations also. Here, we have emphasized the impact of COVID-19 on the education sector. As per the UNESCO report, the worldwide lockdown has affected over 91% of the world’s student population ( UNESCO, 2019 ). This estimation predicts that the corona virus will adversely impact over 290 million students across 22 countries. The same report estimates that about 32 crore students are affected in India, including those in schools and colleges.

In this chapter we discuss the impact of COVID-19 with a particular focus on education. This chapter is organized as follows: Section 12.1 is introduction; Section 12.2 throws light on impact of COVID-19 on education, which has two subsections—effect of home confinement on children and teachers, and a multidimensional impact of uncertainty. Section 12.3 describes sustaining the education industry during COVID-19 and conclusions are mentioned in the last section.

12.2. Impact of COVID-19 on education

During this pandemic education sector has experienced gross changes such as a shift from regular contact classes to online platforms, modified teaching pedagogy adopted by teachers, conduction of examinations and competitive exams etc. As per the UNESCO report in the education sector, 1,190,287,189 learners have been affected and 150 countrywide closures ( UNESCO, 2019 ). The effect of COVID-19 on the education and mental health of students and academic staff has been explored in the studies ( Cao et al., 2020 , Sahu, 2020 ). It presents some challenges due to COVID-19 on education. First, to protect the traditional teaching system, which is entirely shifted to online teaching, which requires teachers’ training, strong technical support, and high-speed internet, which is not accessible for everyone. Second, the assessment and evaluation system using an online platform does not provide student performance accuracy because the originality of performance cannot be assured ( Ruder, 2019 ). The students may use some other device to take help while answering the questions asked during the assessment. The third is the research platform, including international travel, cancellation, and postponing conferences and seminars. Other research activities have adversely affected the work ( Hutton, Dudley, Horowitz-Kraus, DeWitt, & Holland, 2020 ). However, many such events have shifted to online platforms based on the possibilities, which has increased the participation and popularity of these events ( Cao et al., 2020 ). The fourth concern is student mental health and career, which is grossly affected due to this outbreak ( Sahu, 2020 ).

Studies have been conducted where the impact of COVID-19 on physicians’ education was to be assessed for which they conducted seminars based on self-regulation theory and found significant results ( Clark et al., 1998 , Ferrel and Ryan, 2020 ). Ferral and Ahmad discussed the pandemic’s impact due to which some hospitals in the United Kingdom canceled students’ internship and observations ( Ahmed et al., 2020 , Ferrel and Ryan, 2020 ). This was reassured by another study, which concluded that, as a preventive measure, many hospitals are not permitting students in hospitals, which is adversely influencing their education ( Burgess & Sievertsen, 2020 ).

Edgar discussed the effects of COVID-19 on higher secondary education and the impact of using Science Technology Engineering and Mathematics education. In this study, the authors collected data through the telephonic mode from public school teachers, where they found a significant drop in these students’ academic performance ( Iyer, Aziz, & Ojcius, 2020 ).

COVID-19 has brought the entire education methods from traditional to online modes. There are various online platforms available for learners and professionals. The students can work with peace of mind while staying at their homes where their time, energy, and money are not wasted traveling. They are not fatigued and hence can invest themselves more in comparison to preCOVID conditions. Studying at home has also provided a more significant benefit to the students being directly monitored by parents. When it comes to theory classes, the online platform has given them a vast chance to excel. However, the practical assignments that the students are supposed to conduct in laboratories and fields have seen a major constraint. This has created a significant limitation of teaching for teachers when they cannot provide the demonstrations to the students in the absence of laboratory instruments and other necessary practical materials.

However, this has led to the timely completion of courses despite the complete lockdown but with incomplete knowledge among students whose courses are more practical. Therefore a combination of these pros and cons has brought the education world to a different level.

Several online platforms are available for lectures, training etc., which have made learning easier ( Bambakidis & Tomei, 2020 ). However, in the absence of contact teaching, a one-to-one discussion between a teacher and students is adversely influenced. The chances of filling this lacuna are also not assured because the students will probably be deprived of contact learning before being promoted to the next level. This again leads to next level difficulties that these students may face shortly soon due to unclear concepts of previous standards/grades ( Sintema, 2020 ). Also, in the absence of a formal class environment, the student’s concentration is more likely to be adversely influenced.

Where the online facility has provided the ease of learning through flexi classes, there is no surety that the student himself or herself is attending the class. Due to network troubles, sometimes the teacher and students face many disturbances. Students sometimes get involved in mischievous activities by making fake email IDs, making noises, or giving unnecessary comments etc. The teacher faces difficulty maintaining discipline. However, this online mode is more appropriate for some disciplines than direct contact teachings, such as web designing, etc., where the practical demonstration can be better understood through online presentation and screen sharing options.

On the other hand, students from the low socio-economic class are getting no chance to experience online learning. This creates a huge and unfair social stratification where learners are left deprived of their legitimate right to education. In developing countries like India, where a huge population belongs to rural backgrounds, people are not so technology friendly. This is another challenge for the Indian education system despite the availability of technological facilities. This difficulty is faced by either or both teacher and student. Teachers who are more apt and comfortable in contact teaching cannot give their 100% through online lectures. A very advantageous and constructive aspect that emerged during the lockdown is that many professionals started throwing free online courses, training programs, workshops, webinars, etc., which have given a good chance to all the learners to update their credentials at no expense. People having busy official schedules who are usually not able to invest time in such programs are now getting a chance to upgrade themselves. On the other hand, young professionals are getting a fair chance to present themselves with more confidence.

When it comes to the physiological and cognitive effects, online education has both advantages and disadvantages. Recently, a study was conducted at Harvard Medical School on digital devices’ interference in sleep and creativity. It was found that the use of digital media plays a significant role in making the neural connection for a growing human brain. However, the screen usage of more than the recommended hours can lead to lower brain development. This also leads to the disruption of sleep by undersecretion of the melatonin hormone.

Another major concern is the availability of study resources. Not all the study material is available through online mode. Several offline materials are usually available in the library but not in the online database. A student is being deprived of this material. Furthermore, the educational institutions, which have decided to conduct online examinations, face difficulty in preparing question papers. The question papers are mostly multiple choices that do not give the student a window to write descriptive answers, which are equally crucial for a student to learn. This improves the writing skills of the student.

Where the online conduct of classes and conducting examinations has its challenges, the evaluation, on the other hand, has become more convenient and transparent between the teacher and student, where the students come to know about their performance. There are platforms that allow the faculty to give online assignments and evaluation. Online teaching does not require a large infrastructure for the conduct of classes. Instead, a strong IT team is sufficient to make it workable. In direct contact teaching, the other teaching and stationary materials are required, in the absence of which teaching is likely to suffer. The online teaching platform has covered up this drawback of direct contact teaching. However, online teaching makes people more digitally dependent by reducing direct and one-to-one social interaction. This is gradually making people more technology addicts.

12.2.1. Effect of home confinement on children and teachers

Due to the COVID-19 crisis (in more than 150 countries), all levels of the education system, from preschool to tertiary education, have been affected ( Bjorklund and Salvanes, 2011 , Vahid, 2020 ), wherein gradual closure of schools and universities took place. Similar situations prevailed in the past as well, during the pandemics ( Klaiman, Kraemer, & Stoto, 2011 ). Being confined to home or lockdown has impacted lives and livelihood across different spheres and so the education sector too, though have been able to meet the demands ensuring that via “online learning,” “homeschooling,” “virtual learning,” or “E-learning” children’s educational attainment remains undisrupted mainly ( IAU, 2020 ).

At the tertiary level, almost all universities and colleges have offered online courses and switched to virtual lectures, classes, and webinars ( Strielkowski, 2020 ), since digital learning has emerged as a significant aid for education from just an extracurricular facility. Although the contingencies of digital technologies rendition go past a stop-gap solution during the crisis, it has helped answer a new set of questions entirely about what, how, where, and when students shall learn. With the help of technology, students and teachers can ingress resource materials and not limit just to the text books in different formats, styles at their own pace and time by just going online. Besides teachers, smart digital technologies do not just teach only. Instead, it simultaneously observes, monitors how we study, how we learn, what interests us, the tasks that we involve in, the kind of problems that we face and find difficult to solve and adapt accordingly to meet the needs of the learner with more accuracy, specifications as compared to traditional learning within classrooms ( Kumar, 2020 ).

However, the necessary measures taken are highly applaudable; there are various issues that arise due to prolonged school closures and home confinement ( Cao et al., 2020 ) impacting students’ well-being in COVID time wherein students feel physically less active, sleep irregularities, dietary changes marked by weight gain along with low motivation ( Wickens, 2011 ), boredom to getting more anxious, and irritable as well. Abundant research has been carried out, suggesting having adverse effects on physical and psychological health in school-going children and students pursuing higher education at colleges and universities ( Liu et al., 2019 ). Nevertheless, at the tertiary level, the closing of campuses left them with no choice to leave hostels and dormitories and return to their hometown; however, many got stuck too, leaving them helpless and anxious ( Grubic, Badovinac, & Johri, 2020 ).

The switch to online education ensures minimum loss of studies suffered, and progress and attainment are also closely monitored via timely assessment and evaluations. Internal learning evaluation and assessments are considered to have high significance as it demonstrates the students’ learning needs and support for taking remedial actions ( Pandit, 2020 ). However, having been shifted to online platforms and accessed remotely, a major concern that emerged was the availability of proper internet facility networks and technology, especially in lower socio-economic zones and strata. In many countries, via online portals, TV and radio channels were started and the concern was addressed by the respective governments ( Gyamerah, 2020 ).

Imparting of average grade points based on the course completion for students pursuing higher studies, deferring the exams till further notice, promotion to the next level using “predictive grade,” were announced by few higher education institutions and schools. As per Gonzalez et al. (2020) and Black and Wiliam (2018) , the evaluation method and assessment would also change from traditional high stake to small project-based and activity, assignment-based evaluation shortly as the pandemic continues. At higher education institutes, there is a hold on the ongoing research projects and field works. A virtual internship is provided and various scientific research conferences and symposiums have been postponed and canceled ( Viner et al., 2020 ). They have moved online, whereby these virtual conferences have adversely affected networking opportunities and informal communication, creating a wide gap, especially in case of the inequalities prevailed in accessing technology to educational resources and the absence of proper remedial measures ( Gjoshi & Kume, 2014 ).

It is perceived that higher education can be relatively managed with digital learning or remote schooling ( Srivastava, 2020 ). As such, most of the research carried out to study the effect of the COVID-19 pandemic on education discusses the adverse effects in terms of learning and student well-being ( Herold, 2017 ) due to home confinement and digital learning or homeschooling taking place with parental issues and concerns to provide childcare management and guidance required for their distance learning programs, availability of resources, and their socio-economic conditions ( Hiremath, Kowshik, Manjunath, & Shettar, 2020 ).

Despite the ongoing conditions prevailing due to COVID-19, online learning has said to have long-term positive implications that can be expected in comparison to the earlier research studies that suggested that student well-being is affected by the quality of learning ( Mahboob, 2020 ). A recent study sheds light on the significant positive impact of COVID-19 on learning efficiency and performances by adopting online learning strategies. To better understand the teaching and learning process during this crisis, it is imperative to have an education reform made to provide necessary teacher training, making further advancement of the new normal digital learning for functioning smoothly in the future as well ( Stephens, Leevore, Coryell, & Pena, 2017 ).

Furthermore, according to WHO, COVID-19 may never be gone. Instead, people have to learn to live with it. As such, by the policymakers, distance learning is embedded in normal education, so as to help students learn coping skills to deal effectively, minimizing negative impacts in case of crises encountered.

However, as a need of the hour, education shall increasingly embrace online/virtual classrooms, keeping in mind the exposure to students’ screen time in a day, planning of activities wherein parental involvement, assistance, and guidance are considered ( India Today, 2020 ). More physical education, music, dance, home gardening along with art integration should be focussed so as to enhance creativity, and affective domains that advertently shall enhance motivation, physical activities ( Sprang & Silman, 2013 ) and in adolescence too, continuous sitting, eye strains ( Levy & Ramim, 2017 ) and issues like cyber bullying, video game addictions and social media browsing can be put under control. Even for university students, through distance learning, they can collaborate with others, watch lectures prerecorded, and have fruitful discussions. The lecturer can be more of a facilitator rather than an instructor. Distance learning can be as effective as a traditional face-to-face mode of learning. Students have more family time; they can engage at their own pace ( Simonson, Zvacek, & Smaldino, 2019 ).

Moreover, there are barriers to distance learning and are unique to every country. However, its use has worldwide benefits that can be counted on, especially educating, imparting training on various focussed topics to general hobbies ( Bell et al., 2017 ). For educators, having been faced with so many challenges to adjust and get accustomed to the distance learning platform, it is highly commendable to have done so effectively. Still, they find it convincing, and a feel-good factor also persists, as work from home has helped manage home, take care of one’s self and family as mostly the time is spent on daily commuting, travels to reach the workplace, endless department meetings, colloquia or ongoing discussions on one side, and on the contrary, the research evidence ( Goodman, Joshi, Nasim, & Tyler, 2015 ) demonstrated that parents with a low socio-economic background faced difficulties in providing nutritional meals to their children due to school closures, and also the affordability of extra-school activities compared to more advantaged backgrounds.

Nevertheless, to minimize the challenges experienced due to home confinement and school closures, distance learning should be encouraged. Need for updating with modern technology should be introduced with high-speed internet, continuous power supply, cyber security, as well as proper training to educators and students so as to have skills and competencies to operate electronic devices, along with the necessary knowledge and understanding about the method in which the information is imparted.

Clearly, due to our recent experience with the COVID-19 pandemic, many conventional academic life principles have to be reshaped. However, a common goal is being shared by all the education systems, which is to overcome the learning crisis faced and deal effectively with the COVID-19 pandemic.

While talking about the family environment, it has been observed that many faculties are reporting about online teaching difficulties. Especially in children’s cases, it is reported that the families are not cooperating to maintain the class’s decorum. The family members keep disturbing the child for one or the other reason, which promotes the child to continue with disturbing and inattentive behavior. The cognitive skills of the parents also have a significant role in understanding and growth of the child. If the academic and the other assignments are better understood by the parents, the children will have a constant source of support whenever needed without any delay or waiting time for the next interaction with the teacher. In this aspect, India is facing much difficulty because a large population is illiterate or less educated to compliment the contemporary educational demands of their children. Hence, the family has a central role in the learning of the child ( Moon, Kim, & Moon, 2016 ).

12.2.2. A multidimensional impact of uncertainty

The diagonals of impact or the crater that is created due to the situation is a matter of major concern today. If we see the situation and scenario, we will find that this pandemic problem is not just medical or psychological. However, it encompasses a three-dimensional area, that is the bio-psycho-social domain of health psychology, which explains an interconnection between biology, psychology, and socio-environmental factors. This model plays an important role in defining interaction between humans and the environment and puts light on humans’ interaction with their social environment in which we operate within certain domains and norms. When these domains are affected by environmental factors, a lethal combination takes birth. The world is facing the same evidence in the form of various psychological and socio-environmental outcomes, such as financial, mental health, environmental, etc. None of the areas are untouched by the pandemic influences. In the current chapter, the impacts of COVID-19 on education are explained in detail.

Suppose we see the present scenario when uncertainty is prevailing in every sector of society. In that case, it will not be superlative to say that the students of today, despite having their completed degrees, will have a certain and stable career. Such situations are making the students prone to rumination , which means that they are most likely to think about their uncertain future. In the present context, it is in terms of examination outcome and job security. This thought process is likely to affect their overall psyche and, in turn, will lead to a greater rise in major psychological problems.

12.3. Sustaining the education industry during COVID-19

This pandemic situation generates many education losses like postponing the board exams, competitive exams, government exams, schools and colleges closed, etc. To overcome or minimize these losses, the Human Resource Development (HRD) minister released the guideline to all educational institutes to utilize the online platforms for teaching purposes ( Di Pietro, Biagi, Costa, Karpiński, & Mazza, 2020 ). Here, the most popular open-source of online teaching platforms are MS Team, Moodle, Zoom App, Chamilo, Webex, Canvas, Forms, Google Hangouts, and Google Meet. These platforms have helped teachers in online lecture delivery, sharing of notes, assessment, quiz conduction, etc. Several e-learning platforms are also available for students, which offer free certification or audit of the courses. These sources are Coursera, NPTEL, Swayam, edX, WHO, Harvard University, Stanford University, MITs, IITs, NITs, and many more. Therefore, in this situation, students learn at their own pace using digital platforms, while protecting themselves from the corona virus. Hence, the impact of COVID-19 on the education sector is compensated by online teaching platforms ( UNESCO, 2020 ). This online platform also provides teachers and students with various opportunities to interact with experts as per their area of interest without any expenses. Such teaching facilitates students’ effective utilization of time and more online learning activities based on their preferences.

The entire chapter can be summarized in the table mentioned below:

12.4. Conclusion

The pandemic situation has adversely affected several sectors, but the education sector has had both advantages and disadvantages. The virus outbreak has negatively influenced other areas; the education sector has been able to sustain and has shown its advantages. Especially when we talk about digital education, it has proved to be a savior of the entire education system. However, it cannot be avoided that this digitalization has come up with its limitations. It has its pros and cons, such as home confinement, blocked socialization etc. Hence, in this epidemic situation, the fulfilment of course requirements is majorly satisfied. However, the quality of learning and outcome is adversely affected in some teaching areas, which further opens the door to more advanced education reformed by policymakers and government. Therefore, a futuristic approach to implementing such an education system needs much planning to provide a better learning platform. However, to get better results, online teaching techniques and traditional pedagogy may produce highly productive results. Therefore it can be concluded that despite having limitations, this COVID-19 pandemic has got a boost through various online platforms.

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  1. PDF The Impact of Covid-19 on Student Experiences and Expectations

    The Impact of COVID-19 on Student Experiences and Expectations: Evidence from a Survey Esteban M. Aucejo, Jacob F. French, Maria Paola Ugalde Araya, and Basit Zafar NBER Working Paper No. 27392 June 2020 JEL No. I2,I23,I24 ABSTRACT In order to understand the impact of the COVID-19 pandemic on higher education, we surveyed

  2. (PDF) Impact of Coronavirus Pandemic on Education

    The results show that COVID-19 has adverse effects on education including, learning. disruptions, and decreased access to ed ucation and research facilities, Job los ses and increased student deb ...

  3. (PDF) Impact Of Covid-19 Pandemic On Education System

    The impact of the Covid-19 pandemic on digital learning technologies is well known where the pandemic accelerated digital education [8], [9]. Mobile learning is an established method that has been ...

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

    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).

  5. 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 ...

  6. The impact of the COVID-19 pandemic on education ...

    The impact of the COVID-19 pandemic on education: international evidence from the Responses to Educational Disruption Survey (REDS) ... Corporate author. UNESCO; International Association for the Evaluation of Educational Achievement; Person as author. Meinck, Sabine [editor] Fraillon, Julian [editor] Strietholt, Rolf [editor] ISBN. 978-92-3 ...

  7. A systematic review and meta-analysis of the evidence on learning

    Download PDF. Download PDF. ... We also searched the following preprint and working paper repositories: Social Science Research ... (London: Department for Education, 2021). Impact of COVID-19 on ...

  8. [PDF] The Impact of COVID-19 on Educational Research: A Bibliometric

    The Impact of COVID-19 on Educational Research: A Bibliometric Analysis. D. Cretu, Y. Ho. Published in Sustainability 15 March 2023. Education, Chemistry. As a result of the COVID-19 pandemic and the major challenges generated in education, thousands of scientific papers have been published, contributing to the establishment of a distinct ...

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

    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 ...

  10. [PDF] Education and the COVID-19 pandemic

    This Viewpoint suggests flexible ways to repair the damage to students' learning trajectories once the pandemic is over and gives a list of resources. The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and ...

  11. 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.

  12. The Perceived Impact of COVID-19 on Student Well-Being and the

    Our findings could contribute to the research on the impact of COVID-19 on students and help the higher education sector internationally develop appropriate strategies. Second, this study identifies the key factors affecting students and their learning during the lockdown period and helps understand adjustments needed for the "new normal ...

  13. [PDF] The Impact of COVID-19 Pandemic on Education System in Developing

    The impact of the COVID-19 pandemic on the education system in developing countries is reviewed to enhance broadcast teaching, online teaching, and virtual class infrastructures. Coronavirus affects the education system in the world. Schools, colleges, and universities are closed to control the spread of the coronavirus. School closure brings difficulties for students, teachers, and parents ...

  14. Research and higher education in the time of COVID-19

    The COVID-19 pandemic has propelled the research and higher education sectors to the forefront of public attention. Laboratory capacity has been crucial for diagnostic testing; experts in infectious diseases, epidemiology, public health, mathematical modelling, and economics are central to national policy making and media coverage; clinical research has been vital to improving COVID-19 ...

  15. Schooling and Covid-19: lessons from recent research on EdTech

    The wide-scale global movement of school education to remote instruction due to Covid-19 is unprecedented. The use of educational technology (EdTech) offers an alternative to in-person learning ...

  16. The impact of coronavirus pandemic (COVID-19) on education: The role of

    Pollution degrees are presenting vital reductions regarding the quarantine rules. All these aspects have raised people's awareness of environmental issues. A study by Rousseau and Deschacht has indicated the impact of COVID-19 on improving people's awareness of nature problems. It can be anticipated that the current crisis has raised ...

  17. 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 ...

  18. COVID-19 impact on research, lessons learned from COVID-19 research

    The impact on research in progress prior to COVID-19 was rapid, dramatic, and no doubt will be long term. The pandemic curtailed most academic, industry, and government basic science and clinical ...

  19. [PDF] Impact of COVID-19 on Education

    Impact of COVID-19 on Education. The world has witnessed a standstill moment because of outbreak of coronavirus not sparing anyone across ethnicity, be it rich or poor, black or white, east or west, north or south. The pandemic has affected various sectors, education being one of it. According to UNESCO, close to 900 million learners have been ...

  20. Impact of COVID-19 on Higher Education: Critical Reflections

    Future of International Education. After the outbreak of the COVID-19 pandemic, international students are considered to be more adversely affected by COVID-19 restrictions than other student and population groups (e.g., local students) in the world (Dodd, et al., 2021).According to research conducted by Amoah and Mok in 2020, international students find themselves living in foreign countries ...

  21. Who did Covid-19 Hurt the Most in Sub-Saharan Africa?

    Share. Abstract: How did the economic crisis caused by the Covid-19 pandemic impact poor households in Sub-Saharan Africa This paper tackles this question by combining 73 High-Frequency Phone Surveys collected by national governments in 14 countries with older nationally representative surveys containing information on household consumption.

  22. COVID-19 and your mental health

    Worldwide surveys done in 2020 and 2021 found higher than typical levels of stress, insomnia, anxiety and depression. By 2022, levels had lowered but were still higher than before 2020. Though feelings of distress about COVID-19 may come and go, they are still an issue for many people. You aren't alone if you feel distress due to COVID-19.

  23. The changes we need: Education post COVID-19

    Introduction. The impact of the COVID-19 pandemic on education is both unprecedented and widespread in education history, impacting nearly every student in the world (UNICEF 2020; United Nations 2020).The unexpected arrival of the pandemic and subsequent school closures saw massive effort to adapt and innovate by educators and education systems around the world.

  24. The Impact of Mandatory Vaccination Policies on Covid-19 ...

    This study offers an analytical framework to assess the efficiency of mandatory COVID-19 certification policy, supported by empirical evidence. Using individualized data on administered doses (N = 7,841,951), we conduct an economic analysis of the policy's implementation in São Paulo city and its impact on vaccination rates.

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

    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.