A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis

Bozkurt, Aras; Jung, Insung; Xiao, Junhong; Vladimirschi, Viviane; Schuwer, Robert; Egorov, Gennady; Lambert, Sarah; Al‐Freih, Maha; Pete, Judith; Olcott, Don; Rodés, Virgínia; Aranciaga, Ignacio; Bali, Maha; Alvarez, Abel V.; Roberts, Jennifer; Pazurek, Angelica; Raffaghelli, Juliana Elisa; Panagiotou, Nikos; Coëtlogon, Perrine de; Shahadu, Sadik; Brown, Mark; Asino, Tutaleni I.; Tumwesige, Josephine; Reyes, Tzinti Ramírez; Ipenza, Emma Barrios; Ossiannilsson, Ebba; Bond, Melissa; Belhamel, Kamel; Irvine, Valerie; Sharma, Ramesh C.; Adam, Taskeen; Janssen, Ben; Sklyarova, Tatiana; Olcott, Nicoleta; Ambrosino, Alejandra; Lazou, Chrysoula; Mocquet, Bertrand; Mano, Mattias; Paskevicius, Michael

doi:10.5281/zenodo.3878571

Cited by 38 publications

(1 citation statement)

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“…In the immediate responses, multimodal provision (principally radio, television and online) and methods for supporting continuation of education take their lead from the literature on education in emergencies, particularly recent experiences of Ebola outbreaks in West Africa. This aligns with the characterisation of the immediate responses as 'emergency remote education' (Bozkurt et al, 2020). As a short-term response, this is a useful framework.…”

Section: Discussionmentioning

confidence: 60%

Covid-19 School Closures in Low- and Middle-income Countries: Emergent Perspectives on the Role of Educational Technology

Jordan

2020

JL4D

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The Covid-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The influence of the discussions during this period is likely to extend beyond the initial crisis, and warrants investigation. This paper presents a thematic analysis, using a grounded theory approach, of documents published online between February and April 2020. Five themes emerge, in relation to access, responses, support from carers, teachers and communities, educational quality and the future.

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Section: Discussionmentioning

confidence: 60%

Covid-19 School Closures in Low- and Middle-income Countries: Emergent Perspectives on the Role of Educational Technology

Jordan

2020

JL4D

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Adaptive systems for student resilience in the context of COVID-19.

Herbers¹,

Hayes²,

Cutuli

2021

School Psychology

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The coronavirus disease 2019 (COVID-19) pandemic is a disaster, defined as an event that suspends normal activities and threatens or causes severe, community-wide damage (Masten & Motti-Stefanidi, 2020). While all school children and their families have been impacted by COVID-19 to some degree, the burdens are disproportionately being borne by children experiencing poverty and children from minority racial and ethnic groups. In this article, we consider resilience and risk in the context of the COVID-19 pandemic by focusing on children's developing adaptive systems. When adaptive systems are functioning well, most children will demonstrate resilience to disaster. The capacity of children's adaptive systems to function well depends upon their developmental histories and the social and community resources available to them. We discuss how these factors contribute to children's adaptation and close with recommendations for communities looking to support resilience to the varied adversities of COVID-19. Impact and ImplicationsAll students are impacted by coronavirus disease 2019 (COVID-19) to some degree, but the impact is greater for children from disadvantaged groups like those experiencing poverty and from racial and ethnic minority groups. Resilience for students at risk is possible when they have the internal and external resources they need. This article describes how those resources develop and how broader communities and services can bolster resources to enable resilience for disadvantaged students in the context of COVID-19.

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