New Challenges Imposed by the Pandemic on a Ukrainian University

Abstract

The article’s main aim is to highlight the challenges English language education faced in Ukraine after the outbreak of the pandemic. Since Ukrainian education had traditionally been face-to-face before the crisis, and technology integration was slow, the lack of online infrastructure and distance learning methodologies in Ukrainian universities aggravated uncertainty and anxiety regarding learning quality. The authors show how the Vinnytsia State Mykhailo Kotsiubynskyi Pedagogical University (VSPU) withstands the challenge of reflecting on the experience, which might be typical of higher education institutions. The research engages 321 future teachers of English and applies mixed methods. The significance lies in consolidated effort and capacity to modernize that yield positive outcomes, despite insufficient experience and funding. It also states that student opinions count.

Teachers’ Perceptions and the Challenges of Online Teaching/Learning in Morocco during Covid-19 Crisis

“…Higher education institutions in other affected countries, such as Italy, Iran, and Singapore, were forced to halt their operations and close their campuses instead of opting for online learning over in-person classes (Bao, 2020). In this regard, Matvienko, Kuzmina, Yamchynska, Kuzmin,& Glazunova (2021) have discussed that "Education that implied much of face-to-face communication and collaboration became an area of Arab World English Journal www.awej.org ISSN: 2229-9327 41 serious concern even in well-developed countries where distance learning had appeared years before the pandemic." (p.137) To ensure educational continuity, schools and universities have embraced online learning/teaching as an alternative.…”