Impact of the COVID-19 pandemic on education
The COVID-19 pandemic affected educational systems across the world.[1] The number of cases of COVID-19 started to rise in March 2020 and many educational institutions and universities underwent closure. Most countries decided to temporarily close educational institutions in order to reduce the spread of COVID-19. UNESCO estimates that at the height of the closures in April 2020, national educational shutdowns affected nearly 1.6 billion students in 200 countries: 94% of the student population and one-fifth of the global population. Closures are estimated to have lasted for an average of 41 weeks (10.3 months). They have had significant negative effects on student learning, which are predicted to have substantial long-term implications for both education and earnings. During the pandemic, education budgets and official aid program budgets for education have decreased.[2][3][4][5][6]
The lockdowns have disproportionately affected already disadvantaged students, and students in low and middle income nations.[2][6][5][7] Scarcer education options impacted people with few financial resources, while those with more found education.[8] New online programs shifted the labor of education from schools to families and individuals, and consequently, people everywhere who relied on schools rather than computers and homeschooling had more difficulty.[8] Early childhood education and care as well as school closures impacted students, teachers, and families,[9] and far-reaching economic and societal consequences are expected.[10][11][12] School closures shed light on various social and economic issues, including student debt,[13] digital learning,[12][14][15] food security,[16] and homelessness,[17][18] as well as access to childcare,[19] health care,[20] housing,[21] internet,[22] and disability services.[23] The impact was more severe for disadvantaged children and their families, causing interrupted learning, compromised nutrition, childcare problems, and consequent economic cost to families who could not work.[24][25]
In response to school closures, UNESCO recommended the use of distance learning programmes and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education. In 2020, UNESCO estimated that nearly 24 million will dropout, with South Asia and Western Asia being the most affected.[26]
Academic integrity[edit]
The impact on academic integrity has been observed around the world.[50][51][52][53] A rise in contract cheating, academic file-sharing, and exam cheating[54] were identified as particularly problematic.[55] With remote learning, cheating has become far easier for students.[56] There is no remorse from students who would rather succeed in class than learn.[57] Online education has also exposed various as yet unresolved legal issues, including copyright and unapproved misuse of lectures.[58]
Many institutions turned to commercial services to take over exam proctoring,[59][60] but almost immediately concerns were raised[61] about student privacy,[62] surveillance,[63] and the impact on student mental health.[12][64][65]
The lack of student to teacher interaction also led students to feel less passionate about the integrity of their work. Students turned in half-completed assignments, got the answers from friends in class, or turned in nothing at all simply because education became less important due to COVID-19.[66][67][68]
Due to COVID-19 Students have problems with staying focused, and lose their sense of routine.
Engagement and focus are vital to the learning process but are in poor supply under the regime of online learning.[69] Without in-person interactions with professors and classmates, some students can struggle to focus during class and refrain from asking questions.
Without scheduled times, reminders by the professor and regular conversations with classmates in the lecture hall, it is almost guaranteed that students will fall behind on course readings, content and lecture material.[69]
Students may interpret that lack of structure to mean that they do not have to do anything, or they may find themselves overwhelmed with too much to do and an inability to determine what order to do it in. Some kids excel with this kind of freedom, but many need to have an even stricter structure to their day for them to be able to focus.[70]
Racial disparities[edit]
The impact of COVID-19 lockdowns on racial disparities in online learning during the pandemic has received research attention.[77] A recent study from the Urban Institute covers some of these findings. Urban's study points to issues in access to a computer and internet. A 2018 survey of households showed that 48% of surveyed households of Alaskan Natives did not have access to computers compared to 35% of Black households, 35% Latino, and 19% White.[77] Minimal access to computers and the internet was found in 1.3 to 1.4 times as many Black and Hispanic households with school-aged children as it was in white households, with more than two out of five low-income households having just limited access.[78]
A 2021 report from the Black Education Research Collective analyzes the impact of COVID-19 lockdowns on Black education. It evaluates how Black students, parents, educators and community members experience systemic racism during COVID.[79] The study seeks to show how the pandemic has interrupted education across the country, highlighting existing racial and economic inequities. The study also argues that even before the outbreak, students in vulnerable neighborhoods, primarily Black, Indigenous, and other majority-minority areas, faced disparities in everything from resources (ranging from books to counselors) to student-teacher ratios and extracurricular activities.[80]
Sources[edit]
This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO (license statement/permission). Text taken from 290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response, UNESCO.
This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO (license statement/permission). Text taken from COVID-19 Educational Disruption and Response, UNESCO.
This article incorporates text from a free content work. (license statement/permission). Text taken from How to plan distance learning solutions during temporary schools closures, UNESCO.
This article incorporates text from a free content work. Licensed under CC BY-SA 3.0 IGO (license statement/permission). Text taken from Adverse consequences of school closures, UNESCO.