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Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (26 February 2023) | Viewed by 90897

Special Issue Editors

Prof. Javier Cifuentes-Faura

E-Mail Website
Guest Editor
Faculty of Economics and Business, University of Murcia, Murcia, Spain
Interests: sustainability; education; economic analysis; economy; applied econometrics; panel data econometrics
Special Issues, Collections and Topics in MDPI journals
Dr. Joseph Crawford

E-Mail Website
Guest Editor
Learning and Teaching in the Academic Division, University of Tasmania, Hobart, Australia
Interests: higher education; organisational behaviour; economic development policy
Dr. Jo-Anne Kelder

E-Mail Website
Guest Editor
Curriculum Innovation & Development, University of Tasmania, Hobart, Australia
Interests: curriculum and pedagogy theory and development; higher education; health informatics and information systems

Special Issue Information

Dear Colleague,

This Special Issue aims to analyze the impact of COVID-19 on students and teachers in higher education institutions. The COVID-19 pandemic has caused a major global crisis and has had a very direct impact on the education sector. Universities are key to contributing to achieving the Sustainable Development Goals (SDG) of the 2030 Agenda. COVID-19 has changed curricula and teaching methods, generating an impact on students and teachers. This impact may have caused a detriment to the quality of education, increased inequalities among students, and widened the technological gap. However, SDG 4 assures that quality education must be achieved among students. Having analysed the impact of COVID-19 on higher education, researchers are expected to come up with various solutions to improve higher education institutions in line with the Sustainable Development Goals. Research articles, using qualitative and quantitative techniques, and review articles will be accepted. Only articles of high quality and scientific rigour will be accepted.

Potential topics include but are not limited to the impact of COVID-19 on student attitudes and behaviours, impact of COVID-19 on teacher attitudes and behaviours, changes in the curriculum, changes in competences, adaptation to the online modality, and teaching policies aimed at achieving the SDGs.

Prof. Javier Cifuentes-Faura
Dr. Joseph Crawford
Dr. Jo-Anne Kelder
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Covid-19
  • higher education
  • sustainability
  • Sustainable Development Goals
  • students
  • teachers

Published Papers (30 papers)

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20 pages, 714 KiB  
Article
Determinants of Learners’ Self-Directed Learning and Online Learning Attitudes in Online Learning
by Jing Li and Chi-Hui Wu
Sustainability 2023, 15(12), 9381; https://doi.org/10.3390/su15129381 - 10 Jun 2023
Viewed by 2118
Abstract
The global COVID-19 pandemic has disrupted traditional learning methods, leading to a surge in online learning. It has been found that the low course completion and performance are associated with online learning. There has been increasing and urgent necessity to identify effective and [...] Read more.
The global COVID-19 pandemic has disrupted traditional learning methods, leading to a surge in online learning. It has been found that the low course completion and performance are associated with online learning. There has been increasing and urgent necessity to identify effective and decisive ways to address these challenges. Self-directed learning and online learning attitudes are key factors that influence learning behavior and outcomes, while the general traditional statistical method often does not perform well in identifying those categories. To fill the gap, this study applies the fuzzy Delphi method and the fuzzy decision-making trial and evaluation laboratory (DEMATEL) method to clarify and analyze the relationship of influence among indicators of self-directed learning and online learning attitudes, develop a cause–effect model, and ultimately identify an effective and decisive strategy for improving online learning. According to the cause–effect relationship among indictors, the computer/smartphone and internet confidence, computer/smartphone usage, and computer/smartphone preference are the three decisive strategical ways for online learning. To improve learners’ attitudes towards online learning, teachers need to develop or improve students’ computer/smartphone and internet confidence, computer/smartphone usage skills, and develop their self-directed learning abilities to inspire and increase their willingness and ability to participate effectively in online courses. Moreover, this study first applies the fuzzy DEMATEL method to assess, analyze and develop a causal model of self-directed learning and online learning attitudes for academics to further explore and confirm the complex interrelationships among the key learning behaviors of online learners. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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16 pages, 813 KiB  
Article
Self-Reported Depression and Anxiety among Graduate Students during the COVID-19 Pandemic: Examining Risk and Protective Factors
by Sana Malik, Melissa Bessaha, Kathleen Scarbrough, Jessica Younger and Wei Hou
Sustainability 2023, 15(8), 6817; https://doi.org/10.3390/su15086817 - 18 Apr 2023
Cited by 3 | Viewed by 1803
Abstract
Depression and anxiety among students in higher education are well-established public health concerns with rates that have steadily increased over the past several decades. The global COVID-19 pandemic caused a need for rapid transition on campuses to online learning, a disruption of research, [...] Read more.
Depression and anxiety among students in higher education are well-established public health concerns with rates that have steadily increased over the past several decades. The global COVID-19 pandemic caused a need for rapid transition on campuses to online learning, a disruption of research, and uncertainty about meeting program requirements and employment. Graduate students often feel overlooked at the best of times and the potential for the pandemic to worsen this perception cannot be understated. This study examined the rates of self-reported depressive and anxiety symptoms among graduate students who were located at the national epicenter of the COVID-19 pandemic in the United States in the spring of 2020. Demographic characteristics, loneliness, and coping to determine potential risk and protective factors were also examined. A comprehensive online survey was created including the University of California Los Angeles (UCLA) 3-Item Loneliness Scale, the Patient Health Questionnaire Depression Scale (PHQ-9), and the Generalized Anxiety Disorder scale (GAD-7). Descriptive statistics, Pearson’s chi-squared test, Spearman’s correlation, and unadjusted and adjusted multivariable logistic ordinal regression models were used to describe the sample and to assess factors associated with depression and anxiety. 341 surveys were analyzed; respondents had a mean age of 31.88, 68% were female, 63% were White, and 23% identified as lesbian/gay/bisexual. Approximately 89% of students reported moderate-severe depression, and 76% moderate-severe anxiety. Risk factors associated with depression (p < 0.05) were being “sometimes’ lonely”, “often/always lonely”, and time spent searching COVID-19 information. Emotional support, having children, and perceived emotional/mental health were protective against depression (p < 0.05). Risk factors associated with anxiety were “‘often/always lonely”, identifying as lesbian/gay/bisexual, and time searching COVID-19 information. Coping, having children, being born outside of the U.S., and perceived emotional/mental health were protective against anxiety (p < 0.05). Based on study findings, it is recommended that universities include more focused interventions for graduate students in consideration of their unique personal and professional needs. Graduate students are part of the emerging professional workforce and as such employers are also advised to integrate wellness and mental health programs and interventions into their employee assistance programs. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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12 pages, 648 KiB  
Article
Investigating Undergraduate Student Experiences of NEE Courses in Guangdong, China during the COVID-19 Pandemic from 2020 to 2021
by Yongkang Xing, Tiande Xie, Jethro Shell and Conor Fahy
Sustainability 2023, 15(5), 4174; https://doi.org/10.3390/su15054174 - 25 Feb 2023
Viewed by 1260
Abstract
New Engineering Education (NEE) has become increasingly important in higher education in China. The COVID-19 pandemic has forced higher education institutions to adopt online and hybrid modes of instruction globally, with Massive Open Online Courses (MOOCs) becoming a primary educational tool. In this [...] Read more.
New Engineering Education (NEE) has become increasingly important in higher education in China. The COVID-19 pandemic has forced higher education institutions to adopt online and hybrid modes of instruction globally, with Massive Open Online Courses (MOOCs) becoming a primary educational tool. In this paper, we explore the impacts of online/hybrid modes on NEE courses in the context of the COVID-19 pandemic. We hypothesized that the rapid transition to online/hybrid modes may have negatively affected students due to insufficient preparation by teachers. This hypothesis was tested through an investigation involving 787 students conducted in 2020 and 2021. The results indicated that, while most students considered online/hybrid modes a helpful tool for their studies, 28.69–36.74% of participants reported significant issues. Through one-to-one interviews with negative/neutral attitude students, we found that insufficient and burdensome communication/interaction with classmates and teachers was the main contributor to these issues. We conclude by proposing a conceptual path to address the issues raised in the study, as well as offering the obtained results as a critical reference for educational researchers seeking to improve the quality of online/hybrid courses and contribute to the field of education. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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28 pages, 1409 KiB  
Article
The Contribution of Learner Characteristics and Perceived Learning to Students’ Satisfaction and Academic Performance during COVID-19
by Sameera Butt, Asif Mahmood, Saima Saleem, Shah Ali Murtaza, Sana Hassan and Edina Molnár
Sustainability 2023, 15(2), 1348; https://doi.org/10.3390/su15021348 - 11 Jan 2023
Cited by 6 | Viewed by 3397
Abstract
With the rapid spread of COVID-19 worldwide, governments of all countries declared the closure of educational institutions to control its transmission. As a result, institutions were under pressure to offer online education opportunities so that students could continue their education without interruption. The [...] Read more.
With the rapid spread of COVID-19 worldwide, governments of all countries declared the closure of educational institutions to control its transmission. As a result, institutions were under pressure to offer online education opportunities so that students could continue their education without interruption. The unintended, hasty and unknown duration of the strategy encountered challenges at all pedagogical levels, especially for students who felt stressed out by this abrupt shift, resulting in the decline of their academic performance. Hence, it is necessary to comprehend the approach that might improve students’ involvement and performance in online learning. In this context, the current study used four models to understand the phenomenon: the Task Technology Fit (TTF), the DeLone and McLean Model of Information Systems Success (DMISM), the Technology-to-Performance Chain model (TPC) and the Technology Acceptance Model (TAM). The data for this study were obtained from 404 university students from the top ten universities of Pakistan. The results analyzed using structural equation modeling (SEM) show that learner characteristics positively predict performance through user satisfaction and task technology fit mediating function. Moreover, learner characteristics were also observed to have a significant positive influence on the academic performance of the students, with the mediating functions of user satisfaction and actual usage of the system. Likewise, perceived learning moderated the relationship between learner characteristics and user satisfaction. This research work provides policymakers with a profound framework that emphasizes how employing online learning technologies can strengthen the academic potential of students. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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15 pages, 295 KiB  
Article
Influence of Online Learning Environment and Student Engagement on International Students’ Sustainable Chinese Learning
by Jingwei Fan and Mei Tian
Sustainability 2022, 14(17), 11106; https://doi.org/10.3390/su141711106 - 05 Sep 2022
Cited by 6 | Viewed by 2626
Abstract
The outbreak of COVID-19 has forced Chinese international education to move online. An emerging number of studies have been published on online teaching and learning during the pandemic, few of which, however, focus on international students in China. This study examined the predictive [...] Read more.
The outbreak of COVID-19 has forced Chinese international education to move online. An emerging number of studies have been published on online teaching and learning during the pandemic, few of which, however, focus on international students in China. This study examined the predictive effects of an online learning environment and student engagement on international students’ learning of Chinese as a foreign language (CFL). Self-reported data were collected in an online questionnaire survey involving 447 international CFL students at eight universities located in different geographical regions in China. Descriptive statistics revealed the participants’ favorable perceptions of an online learning environment, student engagement and Chinese learning achievement. The results of multiple linear regression revealed that three online learning environment factors, i.e., course accessibility, student interaction, course organization, and student engagement exerted significant positive effects on Chinese learning achievement. The implications of the study are discussed for the sustainable enhancement of the online learning environment to improve international students’ online language learning. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
17 pages, 729 KiB  
Article
Effects of Online Learning Support Services on University Students’ Learning Satisfaction under the Impact of COVID-19
by Xia Zhao, Mingming Shao and Yu-Sheng Su
Sustainability 2022, 14(17), 10699; https://doi.org/10.3390/su141710699 - 28 Aug 2022
Cited by 11 | Viewed by 2746
Abstract
As a result of the COVID-19 pandemic, many university students have transitioned from face-to-face education in the classroom to online learning. Online learning support services (OLSS) have helped university students adapt to this new form of learning. However, the quality of OLSS may [...] Read more.
As a result of the COVID-19 pandemic, many university students have transitioned from face-to-face education in the classroom to online learning. Online learning support services (OLSS) have helped university students adapt to this new form of learning. However, the quality of OLSS may influence learning experiences and satisfaction with online learning. High-quality OLSS could improve the effectiveness of online learning and improve satisfaction rates, thus better meeting students’ education requirements. Therefore, it is of great value for us to explore the effects of OLSS on university students’ learning satisfaction. This study proposed three hypotheses to evaluate the effects of three dimensions of OLSS (cognitive support, emotional support, and management support) on the learning satisfaction of university students. Data were collected through a survey and were then analyzed using confirmatory factor analysis (CFA) and structural equation modeling (SEM). We found that cognitive, emotional, and management support services each had positive correlations with the learning satisfaction of university students. Overall, our results suggest that learning support services should focus on the cognitive, emotional, and management aspects of online learning, thereby meeting personalized learning needs, improving service quality, and promoting online learning. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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14 pages, 2162 KiB  
Article
COVID-19 Impact: A Case Study at the School of Agricultural Engineering and Environment of the Universitat Politècnica de València
by Gabriela Clemente, Alberto Garcia-Prats, Purificación Lisón, Constanza Rubio, Santiago Vidal-Puig, Beatriz Ricarte, Vicente Estruch-Guitart, Loreto Fenollosa, Juan Manzano, Francisco Rovira-Más, Maria Vargas and Alberto San Bautista
Sustainability 2022, 14(17), 10607; https://doi.org/10.3390/su141710607 - 25 Aug 2022
Cited by 2 | Viewed by 1136
Abstract
To study the first impact of the COVID-19 crisis on the results obtained by students belonging to the School of Agricultural Engineering and Environment at the Universitat Politècnica de València (Spain), the average of the marks corresponding to three academic years (2016–2019) was [...] Read more.
To study the first impact of the COVID-19 crisis on the results obtained by students belonging to the School of Agricultural Engineering and Environment at the Universitat Politècnica de València (Spain), the average of the marks corresponding to three academic years (2016–2019) was compared to those obtained in 2019–2020 for a total of four bachelor’s degrees and two semesters. Our results suggest a positive effect on the marks obtained during the activation of emergency remote teaching during the spring semester of 2019–2020 in three out of the four degrees, with these differences being significant for the whole study. Moreover, just at the end of that period, instructors and students were surveyed regarding teaching methodologies, evaluation modalities, and difficulties found throughout the process of adapting to distance teaching. Our results allow us to sensibly think about that exceptional situation in order to propose a set of counterweighting measures which could improve the implementation of distance learning in engineering colleges. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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16 pages, 864 KiB  
Article
Attitudes and Opinions of Biomedical Students: Digital Education Questionnaire
by Tamara Nikolic Turnic, Sara Mijailovic, Maja Nikolic, Jelena Dimitrijevic, Olivera Milovanovic, Katarina Djordjevic, Marko Folic, Ljiljana Tasic, Vladimir Reshetnikov, Maria Mikerova, Dragan Milovanovic and Vladimir Jakovljevic
Sustainability 2022, 14(15), 9751; https://doi.org/10.3390/su14159751 - 08 Aug 2022
Cited by 1 | Viewed by 1255
Abstract
(1) Background: the purpose of this study was a preliminary analysis of current methods of online teaching at the Faculty of Medical Sciences, University of Kragujevac, Republic of Serbia, in order to define the attitudes of biomedical students about education during the COVID-19 [...] Read more.
(1) Background: the purpose of this study was a preliminary analysis of current methods of online teaching at the Faculty of Medical Sciences, University of Kragujevac, Republic of Serbia, in order to define the attitudes of biomedical students about education during the COVID-19 pandemic and to validate of the education medical questionnaire (eMedQ), a new tool for the assessment of the students’ perceptions about digital education. (2) Methods: this was a qualitative cross-sectional observational study that used the originally developed 45-item questionnaire (eMedQ) as an assessment instrument conducted on biomedical students (n = 209) of all study years at the Faculty of Medical Sciences, University of Kragujevac (Republic of Serbia), during winter semester or between September 2021 and January 2022. (3) Results: In this study, a Cronbach’s alpha value of 0.904 was obtained, which indicated good internal consistency; the correlation matrix revealed many coefficients greater than 0.3, denoting high correlations between the items. The Kaiser–Meyer–Olkin measure of sampling adequacy was 0.866 and Bartlett’s test of sphericity was significant (p < 0.001). The PCA revealed the presence of seven components with characteristic values over one, while three factors explained the highest percentage of variance. (4) Conclusions: this research developed and validated a new tool for evaluation of biomedical student perceptions about digital education. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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20 pages, 565 KiB  
Article
COVID-19 and E-Learning Adoption in Higher Education: A Multi-Group Analysis and Recommendation
by Ganesh Dash, Syed Akmal, Prashant Mehta and Debarun Chakraborty
Sustainability 2022, 14(14), 8799; https://doi.org/10.3390/su14148799 - 18 Jul 2022
Cited by 7 | Viewed by 1867
Abstract
Transition to e-learning has become crucial in the last two years, partially forced by the current pandemic. Therefore, the main objective of this study is to examine an integrated and comprehensive moderation-cum-mediation model that focuses on user intention to adopt e-learning. Self-efficacy, interaction, [...] Read more.
Transition to e-learning has become crucial in the last two years, partially forced by the current pandemic. Therefore, the main objective of this study is to examine an integrated and comprehensive moderation-cum-mediation model that focuses on user intention to adopt e-learning. Self-efficacy, interaction, and e-learning contents were taken as the independent constructs. User satisfaction and user intention were taken as dependent constructs. Enjoyment and choice were taken as moderators. “Choice” was explicitly used in this study as a moderator to test whether the transition was by force or choice. Five hundred and sixty-two teachers and students from two countries, India and Saudi Arabia, were considered for this study. The findings indicate that self-efficacy and interaction augment user satisfaction and user intention. User satisfaction enhances user intention. It also mediates the relationship between self-efficacy, interaction, and user intention. Choice moderates the relationship between interaction and user intention. Enjoyment moderates the relationship between e-learning contents and user intention. This study is unique as it provides a multi-group analysis that compares nationality, gender, and the type of respondents in a multi-national context. All the stakeholders of e-learning, the teachers, the students, the policymakers, and the platforms, may find the results of this study particularly useful. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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12 pages, 292 KiB  
Article
Technical College Students’ Practical Performance Anxiety during Online Learning: Difference in Gender and Average Time of Online Learning
by Xu Zhang, Fangyi Zhou and Jinlei Xu
Sustainability 2022, 14(13), 8218; https://doi.org/10.3390/su14138218 - 05 Jul 2022
Cited by 1 | Viewed by 1502
Abstract
The person-artifact-task model provided us with a method to consider the practical performance anxiety (PPA) of technical college students who were working on a computer-related task via online learning. This study investigated 474 technical college students’ PPA in online courses without hands-on demonstration [...] Read more.
The person-artifact-task model provided us with a method to consider the practical performance anxiety (PPA) of technical college students who were working on a computer-related task via online learning. This study investigated 474 technical college students’ PPA in online courses without hands-on demonstration (PPAOC-without-HD) and with hands-on demonstration (PPAOC-with-HD), and it explored whether their PPA varied according to gender and average time spent on online learning. The results indicated that the students’ two types of PPA (PPAOC-without-HD and PPAOC-with-HD) varied significantly by gender and across the different online learning time groups. The average levels of participants’ two types of PPA were both high, and their PPAOC-without-HD was higher than their PPAOC-with-HD. Both types of PPA for females were significantly higher than those for males. Participants’ PPAOC-with-HD showed a significant difference for the average time of online learning. The findings of this study will be of value to educators who need to design and carry out online learning courses for technical college students. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
14 pages, 870 KiB  
Article
College Students’ Entrepreneurial Intention and Alertness in the Context of the COVID-19 Pandemic
by Zonglong Li, Wenyi Zhang, Yanhui Zhou, Derong Kang, Biao Feng, Qing Zeng, Lingling Xu and Minqiang Zhang
Sustainability 2022, 14(13), 7713; https://doi.org/10.3390/su14137713 - 24 Jun 2022
Cited by 4 | Viewed by 2190
Abstract
This research aims to explore how the COVID-19 pandemic has affected college students’ entrepreneurial intention (EI), as well as whether the well-studied link between entrepreneurial alertness (EA) and EI is involved. Data were collected from 612 respondents, and using the stepwise regression method [...] Read more.
This research aims to explore how the COVID-19 pandemic has affected college students’ entrepreneurial intention (EI), as well as whether the well-studied link between entrepreneurial alertness (EA) and EI is involved. Data were collected from 612 respondents, and using the stepwise regression method we examined the moderating role of college students’ perceived risk of COVID-19 on the connection between EA and EI. The results show that students’ perceived risk of COVID-19 reduces their EI. Furthermore, the perceived risk of COVID-19 attenuates the relationship between EA and EI. Specifically, those who perceived a greater risk tended to show lower EI. This article contributes to a better understanding of how the relationship between EA and EI has changed during the pandemic. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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16 pages, 3145 KiB  
Article
Exploring Teaching and Learning Experience during COVID-19 Pandemic in Engineering Education
by Mohammad Taufiqul Arif and GM Shafiullah
Sustainability 2022, 14(12), 7501; https://doi.org/10.3390/su14127501 - 20 Jun 2022
Cited by 2 | Viewed by 2171
Abstract
The education system is continuously modernizing by accommodating the need due to the industrial revolution. Various teaching modes are also introduced including a diverse range of students, particularly in engineering education. The COVID-19 pandemic has disrupted normal education worldwide, forced to shut down [...] Read more.
The education system is continuously modernizing by accommodating the need due to the industrial revolution. Various teaching modes are also introduced including a diverse range of students, particularly in engineering education. The COVID-19 pandemic has disrupted normal education worldwide, forced to shut down campus activity for an extended period which forced Universities to adopt alternative approaches to continue student’s academic year. Engineering education faced significant challenges to find a realistic substitution for lab-based hands-on activity as well as group or team-based learning experiences. It is therefore very important to know the challenges and ways to address them. This paper evaluates the teaching and learning experiences observed in engineering education in Australia and abroad during the COVID-19 period compared to the pre-COVID period. The key motivation of this study is to identify key challenges arises due to COVID-19, develop Teaching & Learning (T & L) approaches to address these challenges and evaluate the effectiveness of the applied changes in the T & L approach, identify shortcomings, and find ways to improve them. The student feedback on selected engineering units have been collected from Deakin and Murdoch university in Australia to evaluate the performances of the applied changes. This data is considered as an authentic source of information to compare and identify the key challenges and effectiveness for students’ learning in pre-COVID and during COVID condition. This study later explored various literatures to gather experiences from other universities across the globe and by analysing all findings including academic experiences finally developed constructive recommendations for improvement. It is found that the current form of online mode of teaching has room to improve further as one segment of students finds it challenging and some others like a few approaches. It is also found that the online infrastructure, staff skills to innovate new unit designs, and motivating students are the other challenging areas. Therefore, a new teaching and learning framework is required to overcome all the challenges for future learning. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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18 pages, 791 KiB  
Article
The Impacts of COVID-19 on Technological and Polytechnic University Students in Mexico
by Lourdes Vital López, Marco Antonio Zamora-Antuñano, Miguel Angel Cruz-Pérez, Juvenal Rodríguez Reséndíz, Fabiola Fuentes Ramírez, Wilfrido Jacobo Paredes García, Hugo Rodríguez Reséndiz, Marisela Cruz Ramírez and Raul García García
Sustainability 2022, 14(10), 6087; https://doi.org/10.3390/su14106087 - 17 May 2022
Cited by 3 | Viewed by 1763
Abstract
The contingency measures put in place by the government during COVID-19 exposed the students to a new condition to which they must adapt. To understand how the students perceive and cope during the unplanned, changed learning mode, we conducted a study using an [...] Read more.
The contingency measures put in place by the government during COVID-19 exposed the students to a new condition to which they must adapt. To understand how the students perceive and cope during the unplanned, changed learning mode, we conducted a study using an evaluation tool which seeks to understand the effect of the contingency measures associated with the emergence of the COVID-19 virus on the students. By assigning a data collection instrument to students who are part of 15 technological universities (TUs) and 7 polytechnic universities (PUs), we determined how they were affected by COVID-19. The questions intended to evaluate the social, economic, academic, emotional, and health effects experienced. A total of 6596 students were assessed in the study representing an appropriate percentage of the Mexican students. The outcome of the study showed that 12% of the students agreed with the online approach to learn adopted because of the contingency. A total of 39% reported that they have a good environmental space for online learning, 32% reported that they mostly take their classes via their mobile phones, and 3% said they lacked access to an internet facility and as such could not take their classes. A total of 14% reported that they have little access to the internet, while 42% reported that they regularly have internet, and both complained that internet fluctuation significantly affects their academic performance. Comparing the different modes of teaching, 52% believe an in-person class is the best approach to learning, but 22% agreed that a hybrid system will be effective. Through a multiple correspondence analysis (MCA) it was determined that, in the effects, there was no significant difference in relation to gender. The effects that most impacted the students were economic, connectivity, and a lack of physical activity. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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23 pages, 1543 KiB  
Article
The Effects of the Crisis Management Skills and Distance Education Practices of Universities on Student Satisfaction and Organizational Image
by Ekrem Toklucu, Fatoş Silman, Selahattin Turan, Ramazan Atasoy and Ümit Kalkan
Sustainability 2022, 14(10), 5813; https://doi.org/10.3390/su14105813 - 11 May 2022
Cited by 8 | Viewed by 2859
Abstract
In the present study, the purpose was to determine the direct and indirect effects of the crisis management skills and distance education practices of universities on student satisfaction and organizational image in the continuing Coronavirus pandemic. To conduct the study, a questionnaire was [...] Read more.
In the present study, the purpose was to determine the direct and indirect effects of the crisis management skills and distance education practices of universities on student satisfaction and organizational image in the continuing Coronavirus pandemic. To conduct the study, a questionnaire was applied to 467 students who had to receive compulsory distance education at TRNC universities during the pandemic process. The relation levels between the crisis management and distance education practices of universities, corporate image, student satisfaction, and direct and indirect effects between the variables, were designed with a structural equation modeling by forming hypotheses according to the sub-dimensions of the student satisfaction scale. The findings of the study showed that as the crisis management of the university administrations in the pandemic process was perceived positively by the students, their organizational image and satisfaction increased. However, it was detected that there was a lower level of relationship between attitudes towards distance learning and crisis management, and that this had a limited effect on student satisfaction. It was concluded that the structural equation model can be used to explain the causal relationship between the variables. The study also showed that the determinants of organizational image and student satisfaction in education must be understood better and that universities must review their crisis management and distance education practices and develop new service plans. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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18 pages, 4020 KiB  
Article
Using Digital Technologies for Testing Online Teaching Skills and Competencies during the COVID-19 Pandemic
by Mohammed Abdullatif Almulla
Sustainability 2022, 14(9), 5455; https://doi.org/10.3390/su14095455 - 01 May 2022
Cited by 8 | Viewed by 2526
Abstract
This study examines the online teaching abilities and competencies needed to teach online courses in Saudi Arabia’s higher education system. As a result, the goal of this study was to examine and expand the technology acceptance model (TAM) to assess online teaching abilities [...] Read more.
This study examines the online teaching abilities and competencies needed to teach online courses in Saudi Arabia’s higher education system. As a result, the goal of this study was to examine and expand the technology acceptance model (TAM) to assess online teaching abilities and competences utilizing digital technologies in higher education during the COVID-19 epidemic. Therefore, it aimed to develop a new model to measure and explore critical factors that influence online teaching skills, competencies, and actual use of digital tools in higher education. The participants in the study were 350 lecturers at King Faisal University. The research data were analyzed using structural equation modeling (AMOS-SEM). The findings revealed that: (a) perceived ease of use and perceived usefulness on using digital tools during the COVID-19 pandemic has a direct positive impact on perceived teaching self-efficacy, perceived enjoyment, online teaching skills, and digital tools access; (b) perceived ease of use and perceived usefulness of using digital tools have a direct positive impact on lecturers’ attitude toward use and lecturers’ behavioral intention to use digital tools during the COVID-19 pandemic; and (c) perceived ease of use. As a consequence of the findings, a validated instrument was designed to assess and investigate crucial elements that impact lecturers’ real usage of digital technologies for teaching and learning in Saudi Arabia’s higher education. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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25 pages, 1359 KiB  
Article
Creating IoT-Enriched Learner-Centered Environments in Sports Science Higher Education during the Pandemic
by Rocsana Bucea-Manea-Țoniș, Luciela Vasile, Rareș Stănescu and Alina Moanță
Sustainability 2022, 14(7), 4339; https://doi.org/10.3390/su14074339 - 06 Apr 2022
Cited by 11 | Viewed by 2467 | Correction
Abstract
In the pandemic context, creating IoT-enriched learner-centered environments was not only a tendency but a requirement for sustainable teaching and learning in universities with sports science programs for theoretical classes and practical activities. Our study aims to assess both the extent to which [...] Read more.
In the pandemic context, creating IoT-enriched learner-centered environments was not only a tendency but a requirement for sustainable teaching and learning in universities with sports science programs for theoretical classes and practical activities. Our study aims to assess both the extent to which the sports science academic environment has been prepared for online teaching and the key features of dedicated e-learning teaching and training in sports science to provide the highest-quality educational services in pandemic conditions. An online survey was administered to academic staff in the field of sports science from two Romanian universities. The results of the study reveal that online teaching has been associated with major changes in terms of methods and methodology, but also with a new dynamic of external and internal factors regarding teachers and their relationship with students. At the same time, it depends on a solid specific infrastructure and IoT facilities (MOOCs, VR/AR, mobile devices). As a mirror of the student-centered approach, universities in the field of sports science have experienced the same concerns about the outcomes of the educational process. In this regard, universities can become sustainable if they positively integrate e-learning into their teaching system and consolidate their quality standards from an e-learning perspective. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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13 pages, 268 KiB  
Article
Perceived Social Support, Coping Strategies and Psychological Distress among University Students during the COVID-19 Pandemic: An Exploration Study for Social Sustainability in Sabah, Malaysia
by Balan Rathakrishnan, Soon Singh Bikar Singh and Azizi Yahaya
Sustainability 2022, 14(6), 3250; https://doi.org/10.3390/su14063250 - 10 Mar 2022
Cited by 10 | Viewed by 6213
Abstract
Social Sustainability among university students, especially how students deal with psychological distress, is important during the COVID-19 pandemic. This study examines the relationship between perceived social support and coping strategies and the psychological distress of depression, anxiety, and stress among the students of [...] Read more.
Social Sustainability among university students, especially how students deal with psychological distress, is important during the COVID-19 pandemic. This study examines the relationship between perceived social support and coping strategies and the psychological distress of depression, anxiety, and stress among the students of the Public University in Sabah during the COVID-19 pandemic, and to determine the level of depression, anxiety, and stress among the students. The inclusion criteria were: (1) currently an active status university student; (2) absent of visual disability; (3) absent of network coverage issues; and (4) absent of clinical symptoms of psychological distress. The total respondents were 385 students from this university who ranged from 20 to 23 years of age and were collected from all the faculties available at the main campus of Public University in Kota Kinabalu, Sabah, Malaysia. The research method applied was a survey method, collecting the data through an online questionnaire platform. Three instruments were used: (1) Depression, Anxiety and Stress Scale (DASS-21); (2) Brief COPE Scale (Brief COPE); and (3) Multidimensional Scale of Perceived Social Support (MSPSS). The result of the descriptive analysis indicated that the levels of both depression and anxiety in students of the Public University in Sabah were mild. In contrast, the stress level was moderate during the pandemic. The results of the inferential analysis indicated the relationship between perceived social support and psychological distress, which focused on depression, anxiety and stress among the university students, to overall having a significantly negative correlation between its subscales (r = between −0.148 and −0.359; p < 0.05). Based on the findings, it is clear how vulnerable university students are to psychological distress during the COVID-19 pandemic, but it can be overcome with social support and suitable types of coping strategy. Besides, a negative link between depression and problem-focused coping was reported (r = −0.274, p < 0.05). These findings also contribute to social sustainability and the wellbeing of students at the Public University in Sabah, Malaysia. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
13 pages, 428 KiB  
Article
Measuring the Impact of the Pandemic on Female and Male Students’ Learning in a Society in Transition: A Must for Sustainable Education
by Maura A. E. Pilotti, Omar J. El-Moussa and Hanadi M. Abdelsalam
Sustainability 2022, 14(6), 3148; https://doi.org/10.3390/su14063148 - 08 Mar 2022
Cited by 15 | Viewed by 2666
Abstract
A sustainable education amid a disruptive event (e.g., a pandemic) requires the objective assessment of learning before and during the event and, if necessary, evidence-driven solutions in response to deficiencies. The present action research study illustrates an evidence-based response of educators to the [...] Read more.
A sustainable education amid a disruptive event (e.g., a pandemic) requires the objective assessment of learning before and during the event and, if necessary, evidence-driven solutions in response to deficiencies. The present action research study illustrates an evidence-based response of educators to the widespread concerns that learning in college students, accustomed to face-to-face courses, might have been damaged during the pandemic by the switch to the online mode. It focuses on general education (GE) courses as they usually enroll students at the beginning of their journey in higher education, and thus, a population that is likely to be particularly sensitive to unforeseen changes. Pass/fail grades in courses taught face-to-face and online synchronously by the same instructors were examined. It was hypothesized that if the switch from face-to-face to online instruction changed the students’ approaches to learning, course performance would differ between the instructional modes. Differences in female and male students’ adaptation responses were expected to be reflected in their course performance. The study found that female students performed better online than face-to-face in Arabic Culture, Natural Science, Math, and Wellness courses. Male students also performed better online in Math and Natural Science courses, whereas they exhibited better performance face-to-face in Arabic Culture, Wellness, and Professional Competency courses. It was concluded that basic indices of uneven performance can guide further analyses into the sources of female and male students’ approaches to instructional modes. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
17 pages, 1196 KiB  
Article
Students’ Perceptions of the Actual Use of Mobile Learning during COVID-19 Pandemic in Higher Education
by Uthman Alturki and Ahmed Aldraiweesh
Sustainability 2022, 14(3), 1125; https://doi.org/10.3390/su14031125 - 19 Jan 2022
Cited by 42 | Viewed by 5269
Abstract
Mobile learning (M-learning) has become a significant component of higher education technology. Moreover, M-learning allows students to study, collaborate, and exchange ideas while using the internet and technology. Furthermore, an acceptance of M-learning is necessary for students and educators when it comes to [...] Read more.
Mobile learning (M-learning) has become a significant component of higher education technology. Moreover, M-learning allows students to study, collaborate, and exchange ideas while using the internet and technology. Furthermore, an acceptance of M-learning is necessary for students and educators when it comes to using M-learning systems. However, in Saudi Arabia, not enough studies have been conducted to address students’ perceptions of their actual use of mobile learning for the purpose of education during the COVID-19 pandemic. Therefore, the current research aims to examine students’ satisfaction with their behavioral intention to use mobile learning, as well as their perceptions of their actual use of mobile learning during the COVID-19 pandemic in higher education. The research is based on the Technology Acceptance Model (TAM). The satisfaction and behavioral intentions of students to utilize mobile learning to make real use of mobile education was measured using four separate variables. A TAM survey was used to collect the majority of the data, with questionnaires being randomly distributed to 300 students from King Saud University. SPSS and Smart-PLS3.3.3 were used to analyze the data. The results in terms of the students’ satisfaction and behavior in using M-learning show that M-learning has a good and constructive influence on the actual usage of M-learning during the COVID-19 pandemic in higher education. As a result, we encourage students to use M-learning in their classrooms and to collaborate with their peers at higher education institutions. The study’s empirical findings aid in the integration of the TAM model in order to increase students’ M-learning performance. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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15 pages, 991 KiB  
Article
Investigating Students’ Adoption of MOOCs during COVID-19 Pandemic: Students’ Academic Self-Efficacy, Learning Engagement, and Learning Persistence
by Mahdi Mohammed Alamri
Sustainability 2022, 14(2), 714; https://doi.org/10.3390/su14020714 - 10 Jan 2022
Cited by 23 | Viewed by 4731
Abstract
Students’ learning environments are significantly influenced by massive open online courses (MOOCs). To better understand how students could implement learning technology for educational purposes, this study creates a structural equation model and tests confirmatory factor analysis. Therefore, the aim of this study was [...] Read more.
Students’ learning environments are significantly influenced by massive open online courses (MOOCs). To better understand how students could implement learning technology for educational purposes, this study creates a structural equation model and tests confirmatory factor analysis. Therefore, the aim of this study was to develop a model through investigating observability (OB), complexity (CO), trialability (TR), and perceived usefulness (PU) with perceived ease-of-use (PEU) of MOOCs adoption by university students to measure their academic self-efficacy (ASE), learning engagement (LE), and learning persistence (LP). As a result, the study used an expanded variant of the innovation diffusion theory (IDT) and the technology acceptance model (TAM) as the research model. Structural Equation Modeling (SEM) with Smart-PLS was applied to quantitative data collection and analysis of 540 university students as respondents. Student responses were grouped into nine factors and evaluated to decide the students’ ASE, LE, and LP. The findings revealed a clear correlation between OB, CO, and TR, all of which were important predictors of PU and PEU. Students’ ASE, LE, and LP were affected by PEU and PU. This study’s established model was effective in explaining students’ ASE, LE, and LP on MOOC adoption. These findings suggest implications for designing and developing effective instructional and learning strategies in MOOCs in terms of learners’ perceptions of themselves, their instructors, and learning support systems. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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18 pages, 1384 KiB  
Article
Factors Influencing University Students’ Adoption of Digital Learning Technology in Teaching and Learning
by Amer Mutrik Sayaf, Mahdi M. Alamri, Mohammed Ayid Alqahtani and Waleed Mugahed Alrahmi
Sustainability 2022, 14(1), 493; https://doi.org/10.3390/su14010493 - 04 Jan 2022
Cited by 56 | Viewed by 7593
Abstract
Education and learning have been significantly impacted by ICT. The purpose of this project is to create a new model and conduct confirmatory factor analysis in order to better understand how students utilize ICT in the classroom. An additional aim is to study, [...] Read more.
Education and learning have been significantly impacted by ICT. The purpose of this project is to create a new model and conduct confirmatory factor analysis in order to better understand how students utilize ICT in the classroom. An additional aim is to study, based on students’ attitudes and aspirations to utilize ICT for digital learning, their fundamental computer abilities, media-related skills, WBS, and adoption of digital learning technologies, by surveying students at Bisha University and King Faisal University. Structural equations modeling (SEM)-AMOS was used to survey 711 university students, and this study used an improved version of the Technology Acceptance Paradigm (TAM) approach as its research paradigm, as well as quantitative data collection and analytic methodologies. Students’ comments were divided into seven categories and analyzed to identify their attitudes toward and intentions for using ICT in learning environments. BCS, media-related abilities, and WBS all had a substantial influence on perceived usefulness and perceived ease of use, according to the research. This model, which was based on research, was successful in describing students’ attitudes and intentions about using ICT for digital learning. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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18 pages, 2817 KiB  
Article
Using Structural Equation Modeling to Assess Online Learning Systems’ Educational Sustainability for University Students
by Omar A. Alismaiel
Sustainability 2021, 13(24), 13565; https://doi.org/10.3390/su132413565 - 08 Dec 2021
Cited by 19 | Viewed by 3683
Abstract
The purpose of this study was to investigate the factors that influence the use of e-learning among students in higher education during the Corona Virus disease, during the 2019 season (COVID-19). A poll of 395 students from the student’s university was used to [...] Read more.
The purpose of this study was to investigate the factors that influence the use of e-learning among students in higher education during the Corona Virus disease, during the 2019 season (COVID-19). A poll of 395 students from the student’s university was used to conduct the research. The study’s theoretical foundation was an expanded Technology Acceptance Model (TAM), which included task-technology fit and students’ engagement, as well as external elements such as experience (EXP), technology anxiety (TEA), and facilitating conditions (FC). The suggested model was tested and evaluated using SEM-PLS. The investigation demonstrated that the suggested TAM-based scale effectively describes factors impacting students’ use of E-learning during the pandemic. According to the findings, students’ engagement (SEN), EXP, TEA, and FC have a favorable impact on task–technology fit (TTF) and perceived ease of use (PEOU), resulting in a good impact on TTF and usage of an e-learning system for educational sustainability (EA). Finally, the TTF fit and convenience of use of eLearning in education have a positive impact on the behavioral intention to use an e-learning system for educational sustainability and the adoption process. As a result, higher education institutions should use eLearning as a sustainability learning strategy. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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12 pages, 239 KiB  
Article
The Role of the E-Learning Departments in Controlling the Quality of Electronic Assessments in Palestinian Universities during the COVID-19 Pandemic
by Rabab Hamdan, Wafaa Ashour and Wajeeh Daher
Sustainability 2021, 13(21), 12021; https://doi.org/10.3390/su132112021 - 30 Oct 2021
Cited by 14 | Viewed by 2301
Abstract
The research aimed to identify the role of the e-learning departments in Palestinian universities in controlling the quality of the academic processes during the COVID-19 pandemic. Data collection was conducted using interviews starting from November 2020 and ending in December 2020 during the [...] Read more.
The research aimed to identify the role of the e-learning departments in Palestinian universities in controlling the quality of the academic processes during the COVID-19 pandemic. Data collection was conducted using interviews starting from November 2020 and ending in December 2020 during the academic year 2020/2021. The interviews included a number of questions within the axis of electronic assessment. The population of the study consisted of directors of e-learning departments in a number of Palestinian universities, namely: University A, University B, University C, University D, and University E. The main study findings indicated that the universities agreed that the assessment at the beginning of the pandemic sought to save what could be saved in the emergency period, which made electronic assessment a complex issue in this pandemic. Moreover, the problem of plagiarism and faked identities was one of the biggest problems faced by university instructors in the electronic assessment; consequently, changes have been made to the assessment methods that were used before the COVID-19 pandemic. To do so, alternative methods of learning and assessment were sought and arrived at. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
19 pages, 2336 KiB  
Article
Challenges in the Digitization of Apprenticeships during the Coronavirus Pandemic: Who Needs Special Assistance?
by Melanie Hochmuth, Alina Nadine Geßler, Silke Seyffer and Andreas Frey
Sustainability 2021, 13(21), 11701; https://doi.org/10.3390/su132111701 - 22 Oct 2021
Cited by 2 | Viewed by 2151
Abstract
The COVID-19 pandemic has affected all areas of life, including everyday working life. Apprentices are often affected two-fold by the lockdown—school closures make it difficult to learn the theoretical content, while restrictions in the company affect practical work. This article reports the findings [...] Read more.
The COVID-19 pandemic has affected all areas of life, including everyday working life. Apprentices are often affected two-fold by the lockdown—school closures make it difficult to learn the theoretical content, while restrictions in the company affect practical work. This article reports the findings of an online mixed-method survey among 167 apprentices on the impacts of the pandemic on dual vocational training in Germany. In the survey, Likert scales were presented visually in a way that was particularly suitable for adolescents. The results show that the schools have had gaps in terms of equipment and online instruction. There was little or no online teaching, and the apprentices had hardly any contact with teachers and were left to work on the material on their own. The majority of apprentices expected their school performance to deteriorate as a consequence of the pandemic. The individual comments in response to open-ended questions also suggest that the digital offerings of vocational schools were inadequate during the first lockdown. At the same time, there were major differences in individual hardware equipment, such as computers, and in the apprentices’ Internet access. The gender differences are particularly interesting, as women tended to be at a disadvantage. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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Review

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15 pages, 2626 KiB  
Review
International Research Review and Teaching Improvement Measures of College Students’ Learning Psychology under the Background of COVID-19
by Yi Liu and Zhigang Li
Sustainability 2023, 15(9), 7459; https://doi.org/10.3390/su15097459 - 01 May 2023
Viewed by 1364
Abstract
The COVID-19 pandemic has had a significant impact on college education. College students have faced great difficulties in terms of learning and living during the lockdown period, which has brought many negative psychological effects. To explore the psychological states of college students learning [...] Read more.
The COVID-19 pandemic has had a significant impact on college education. College students have faced great difficulties in terms of learning and living during the lockdown period, which has brought many negative psychological effects. To explore the psychological states of college students learning during the COVID-19 pandemic and the reasons for these states, this study used CiteSpace to analyze 105 articles on WoS about college students’ learning psychology, and the results of this analysis were combined with an interpretation of the literature to summarize the research hotspots, development trends, learning psychology types, and reasons in this field. The main findings were as follows: (1) During the COVID-19 pandemic, the psychological state of learning college students mainly included academic burnout, learning anxiety, and learning pressure. (2) Academic burnout was affected by perceived usefulness and self-control and was manifested as not accepting online teaching and truancy. (3) Learning anxiety was affected by emotional support factors and was manifested as loneliness, anxiety about lockdown management, and fear of infection. (4) Learning pressure was affected by perceived ease-of-use, environmental support, and self-efficacy and was manifested by difficulties completing online learning tasks, academic performance, and future career uncertainty. Given the above findings, this study proposes corresponding teaching improvement measures from the perspective of the sustainability of the teaching methods of teachers and students’ continuous learning, providing teaching references for schools and teachers, and psychological support for students. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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16 pages, 1410 KiB  
Review
Research on Higher Education during the COVID-19 in the Gulf Cooperation Council: An Overview of Publications in the Journal Sustainability
by Igor Jacky Dimitri Michaleczek, Fatma Kayan-Fadlelmula and Abdel Latif Sellami
Sustainability 2022, 14(17), 10886; https://doi.org/10.3390/su141710886 - 31 Aug 2022
Cited by 1 | Viewed by 1348
Abstract
This study analyzes the research associated with higher education during the COVID-19 pandemic in the Gulf Cooperation Council (GCC) region, offering an overview of papers published in Sustainability by utilizing the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). The analysis comprised [...] Read more.
This study analyzes the research associated with higher education during the COVID-19 pandemic in the Gulf Cooperation Council (GCC) region, offering an overview of papers published in Sustainability by utilizing the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA). The analysis comprised a total of 17 papers, illuminating a number of common features, thematic foci, and prevailing issues as well as recommendations for rethinking higher education delivery in the future. Briefly, the analysis of common features revealed that most of the papers were published in 2021, researchers were mostly affiliated with higher education institutions in Saudi Arabia, data were mostly collected from undergraduate students, and papers were mostly quantitative. Regarding thematic focus, papers were generally related to teaching, learning, and assessment. As for prevailing issues, results highlighted a lack of practical studies in higher education research in the GCC region and a need for extending the conducted research to further context including other countries and populations. Finally, the key recommendations included improvement in the use of information technology and distance learning tools, as well as the design of policies and regulations to ensure more relevant academic intervention and guidelines for utilizing the tools and technologies. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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12 pages, 1846 KiB  
Review
Prevalence of Post-Traumatic Stress Disorder (PTSD) in University Students during the COVID-19 Pandemic: A Meta-Analysis Attending SDG 3 and 4 of the 2030 Agenda
by Nahia Idoiaga, Idoia Legorburu, Naiara Ozamiz-Etxebarria, Darren M. Lipnicki, Beatriz Villagrasa and Javier Santabárbara
Sustainability 2022, 14(13), 7914; https://doi.org/10.3390/su14137914 - 29 Jun 2022
Cited by 13 | Viewed by 2916
Abstract
Background: Most universities around the world have been heavily affected by the COVID-19 pandemic, as declared by the World Health Organization (WHO) in March 2020. Many students were isolated at home and underwent a forced transition from face-to-face learning to e-learning, at least [...] Read more.
Background: Most universities around the world have been heavily affected by the COVID-19 pandemic, as declared by the World Health Organization (WHO) in March 2020. Many students were isolated at home and underwent a forced transition from face-to-face learning to e-learning, at least in the first few months. The subsequent months and years were typically characterised by a slow return to normal learning under COVID-19 protocols and restrictions. A potential consequence of the lockdowns, social restrictions and changes to learning is the development of PTSD (post-traumatic stress disorder) in university students, affecting their health and well-being (SDG3) and quality of education (SDG4). Materials and Methods: Medline was searched through PubMed for studies on the prevalence of PTSD in university students from 1 December 2019 to 31 December 2021. The pooled prevalence of PTSD was calculated with random-effects models. Results: A total of six studies were included, across which the prevalence of PTSD among university students was 23%. Meta-regression showed that the prevalence of PTSD was significantly higher with older age, but independent of the percentage of women in a study or its methodological quality. Conclusions: Our results suggest that students suffer from PTSD at a moderate rate. Measures are needed to address the mental health issues of university students that have arisen during COVID-19 all around the world. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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15 pages, 237 KiB  
Review
Review of the Law Popularizing Education on Administrative Compulsion in Response to Major Epidemic Situations in China
by Yujia Zhang, Zuwang Chu and Dongdong Song
Sustainability 2022, 14(11), 6853; https://doi.org/10.3390/su14116853 - 03 Jun 2022
Cited by 6 | Viewed by 1604
Abstract
The popularization of education on the administrative compulsion law in response to major epidemic situations in China refers to the educational activities carried out by an educational subject aimed at an educational object promoting understanding and mastery of knowledge of administrative compulsion. The [...] Read more.
The popularization of education on the administrative compulsion law in response to major epidemic situations in China refers to the educational activities carried out by an educational subject aimed at an educational object promoting understanding and mastery of knowledge of administrative compulsion. The goal is to improve the government’s legal ability to prevent and control behavior, enhance people’s awareness of the rule of law, and provide a strong legal basis for the rule of law in the context of major epidemics. Other aims are to cultivate citizens’ legal beliefs, restrain citizens’ conduct, and maintain a stable social order. However, problems arise in the subject, content, and mode of the educational activities. Therefore, we need to discuss compulsory education in the context of major epidemic situations, including the need for a favorable educational environment, the strengthening of information distribution, and the guidance of public opinion on administrative enforcement. We should also improve education subjects to enhance the legal quality of administrative organs, perfect the education content, encourage people to support administrative compulsion in epidemic situations, and deliver education in campus online classes. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
11 pages, 644 KiB  
Review
Sustainability in Higher Education during the COVID-19 Pandemic: A Systematic Review
by Joseph Crawford and Javier Cifuentes-Faura
Sustainability 2022, 14(3), 1879; https://doi.org/10.3390/su14031879 - 07 Feb 2022
Cited by 86 | Viewed by 10834
Abstract
The COVID-19 pandemic has created cause for rapid innovation in, reimagining of, and pivoting of higher education institutions. Prior to 2020, the global higher education sector began to radically focus their efforts on creating sustainable institutions, and incorporated the United Nations’ Sustainable Development [...] Read more.
The COVID-19 pandemic has created cause for rapid innovation in, reimagining of, and pivoting of higher education institutions. Prior to 2020, the global higher education sector began to radically focus their efforts on creating sustainable institutions, and incorporated the United Nations’ Sustainable Development Goals (SDGs). The novel coronavirus pandemic may have changed that. This systematic review examines eight manuscripts, identified through a systematic search strategy on sustainability during the COVID-19 pandemic across 2020–2021. Interestingly, the low volume of manuscripts identified highlights potential learning and teaching risks, as priorities may have shifted during rapid digitalization and emergency remote teaching practices. These manuscripts focused on Goal 4, inclusive and equitable quality education (50%); Goal 8, decent work and economic growth; Goal 9, industry, innovation, and infrastructure (37.5%); and goal enabling through integrating and embedding sustainability into the curriculum (12.5%). The implications of this systematic review highlight a need to rebuild efforts to focus on the Sustainable Development Goals, particularly considering the evolving higher education landscape during COVID-19. While there were still considerable volumes of manuscripts on higher education and sustainability during 2020–2021, the lack of contextualization to current higher education conditions should be of concern for sustainability scholars. This systematic review creates a critical foundation for accelerating our understanding of achieving SDGs in higher education during and beyond the pandemic. Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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Other

Jump to: Research, Review

2 pages, 202 KiB  
Correction
Correction: Bucea-Manea-Țoniș et al. Creating IoT-Enriched Learner-Centered Environments in Sports Science Higher Education during the Pandemic. Sustainability 2022, 14, 4339
by Rocsana Bucea-Manea-Țoniș, Luciela Vasile, Rareș Stănescu and Alina Moanță
Sustainability 2023, 15(15), 11770; https://doi.org/10.3390/su151511770 - 31 Jul 2023
Viewed by 455
Abstract
The authors would like to make the following corrections to their published paper [...] Full article
(This article belongs to the Special Issue Impact of Covid-19 on Students and Teachers in Higher Education Institutions. Proposals and Policies for Improvement)
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