The present COVID-19 epidemic is a threat to physical health and brings a drain to Quality of life and mental health in the general population. However, changes in Quality of life and mental health status due to pandemic-related is less known. This study was implemented to investigate and predict changes in the Quality of life and psychological changes in people worldwide due to the pandemic. 3002 individuals participated in an online survey. The result showed that Quality of life is significantly decreased over time, meanwhile perceived stress level is raised significantly, and an increased level of difficulty in emotion regulation has happened. Almost everyone faced with increased perceived stress and current quarantine experience were significant predictors of perceived stress escalation. Younger people and individuals who had a worsening quality of life response tended to show more stress and emotion regulation problems. Furthermore, prediction models show that by extending the time of quarantine, Quality of life will worsen, and therefore the rate of perceived stress will be higher, and the problem with emotion regulation will arise more. As the whole world faces the pandemic, this research provides several implications for public mental health intervention.

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Introduction: The usage of information and communications technology (ICT) in educational systems is a flowing and active educational programme. However, prior to its usage, an attempt should be made to identify the factors influencing such a phenomenon. This study aims to identify the psychological and job-related factors affecting the intention to use ICT among teachers in Shiraz. Methods:The present study is applicable from the research type perspective, descriptive from the procedure perspective, and correlative from the research design perspective. The sample includes all teachers in Shiraz. To determine the sample size (n = 255), stratified-cluster random sampling and Cochran's formula were used. Several questionnaires were completed by the participants, such as subjective norm, task-technology fit, perceived ease of use, perceived usefulness, and intention to use. Validity (in terms of content) and reliability of the questionnaires were confirmed by comments from experts and professors and Cronbach's alpha coefficient (0.69) respectively. Data analysis was done using structural equation modelling with LISREL software (version 8.8).Results: Task-technology fit, perceived ease of use, intention to use, and subjective norm variables directly or indirectly affect the intention to use ICT. Among these, subjective norm variable has the highest direct impact (0.33) upon the intention to use ICT, while, task-technology fit variable has the highest indirect impact (0.08). Moreover, the highest and lowest total effects on the aforementioned variable are associated with the impact of task-technology fit (0.39) and perceived ease of use (0.27) respectively. Conclusions:The findings indicate that the predicted model could provide useful information for the educational authorities with respect to the importance of job-related and psychological factors that directly or indirectly affect the intention to use ICT among teachers.