COVID-19 and the Changing Higher Education Landscape: The Impact on Academics and Their Well-Being

Carter, Margaret Anne; Hutton, Vicki; Udah, Hyacinth; Francis, Abraham

doi:10.1007/978-981-16-8040-3_3

Cited by 3 publications

(1 citation statement)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In Southeast Asia, the Philippines remains one of the leading countries with the greatest number of confirmed cases: more than 3.69 million cases as of May 2022 (WHO, 2022). The current pandemic has drastically changed the academic landscape, characterized by the shift from face‐to‐face to virtual classrooms, drastic changes in the curricula and teaching pedagogies, lack of infrastructures enabling online learning, and adjusting from office‐based to home‐based work hours (Allen et al, 2020; Carter et al, 2022; Commission on Higher Education, 2020; Dayagbil et al, 2021; Department of Education, 2020; Talidong & Toquero, 2020). Research has documented the adverse effects of these pandemic‐related changes to one's mental health, particularly those in the academe (e.g., Dayagbil et al, 2021; Ewing et al, 2022; Feng et al, 2020; Huang & Zhao, 2020a; Santini et al, 2020; Wang, Hegde, et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Prevalence and predictors of psychological distress and common mental health concerns among Filipino university teachers amid the COVID‐19 pandemic

Mordeno

Luzano

Gallemit

et al. 2023

Psychology in the Schools

View full text Add to dashboard Cite

The current pandemic has drastically changed the academic landscape, causing distressing experiences among students and teachers. While there are increasing studies demonstrating the psychological experiences of students during the pandemic, only a few have examined the mental health conditions of university teachers. The present study sought to address this gap by investigating the prevalence of psychological distress and common mental health disorders and their pandemic‐related risk factors among Filipino university teachers. A total of 1110 university teachers self‐reported their psychological distress, generalized anxiety, and major depression symptoms through an online assessment. Findings of the study revealed the overall prevalence of psychological distress at 55.6%, and anxiety and depression were 17.0% and 28.4%, respectively. Younger teachers (i.e., aged ≤31 years old) and those who have less than a year of teaching experience are more likely to reach the cut‐off scores for all outcomes. Further, teachers who have experienced pandemic‐related adversities are highly vulnerable to psychological distress, generalized anxiety, and depression. These results offer important implications for creating psychosocial interventions that will help teachers manage their distresses amid the pandemic situation.

show abstract

Section: Introductionmentioning

confidence: 99%

Prevalence and predictors of psychological distress and common mental health concerns among Filipino university teachers amid the COVID‐19 pandemic

Mordeno

Luzano

Gallemit

et al. 2023

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

Digital Appreciative Inquiry for Inclusion

Morgan

Pelletier

2022

Advancing DEI and Creating Inclusive Environments in the Online Space

View full text Add to dashboard Cite

Appreciative inquiry is an approach with the power to contribute to inclusion in the workplace. Paired with digital interventions, which share the power to include and the potential to exclude, digital appreciative inquiry offers promising possibilities when used with intention. This chapter presents guidance to help higher education institutions accomplish the goals of inclusion using digital appreciative inquiry, which can lead to greater staff and faculty belonging, trust, engagement, and institutional sustainability.

show abstract

Chatbots in Education

Al-Tamimi,

Moore,

Javed

et al. 2024

Building Resiliency in Higher Education

View full text Add to dashboard Cite

This chapter explores the transformative potential of integrating conversational AI agents, particularly chatbots, into the educational landscape. Drawing on the insights from the EDUChat project, the findings reveal a notable surge in student expectations following the return to face-to-face teaching. The data reflects an increased desire for personalised and instantaneous support, indicating a paradigmatic evolution in educational requirements. Due to the global shift to online education in response to the COVID-19 pandemic, this chapter recognises identified disparities in digital access and infrastructure, emphasising the vital role of communication, student engagement, and innovative teaching methodologies. It highlights the need for interventions like improved infrastructure and expanded online resources to reshape post-pandemic educational systems, underscoring the importance of equitable resource distribution and proactive strategies.

show abstract

COVID-19 and the Changing Higher Education Landscape: The Impact on Academics and Their Well-Being

Cited by 3 publications

References 14 publications

Prevalence and predictors of psychological distress and common mental health concerns among Filipino university teachers amid the COVID‐19 pandemic

Prevalence and predictors of psychological distress and common mental health concerns among Filipino university teachers amid the COVID‐19 pandemic

Digital Appreciative Inquiry for Inclusion

Chatbots in Education

Contact Info

Product

Resources

About