Study of Resilience in Learning Environments During the Covid-19 Pandemic

Abstract

The Covid-19 pandemic has caused a great change in the world. One aspect of the pandemic is its effect on Educational systems. Educators have had to shift to a pure online based system. This shift has been sudden and without any prior warning. Despite this the Educational system has survived and exhibited resilience. The resilience of a system can be determined if the system continues to operate or function as effectively as before a change. Resilience in a system implies the ability to work and develop when the forces in the environment are unexpected, abrupt and sudden as well. The environment may change or evolve but the underlying system must keep functioning, developing and responding. Resilience is a trait in a system. It is a set of characteristics in the system that enables it to sustain itself in the face of change. A resilient system can cope and prosper in the face of change. For the domain of education, the Covid-19 pandemic served as a phenomenal change event and a wakeup call to the education fraternity. As a social system, resilience meant that the people in the educational environment continued to function albeit differently. The environment, meaning the processes, hierarchy and the intricate social ties in the system contributed to the resiliency of the system. Thus the measure of resilience in education has three major facets—people, the technology which facilitates the process and the process environment. This work aims to understand the resilience of the teachers due to the Covid-19 pandemic, especially how learning continued and what contributed to this continuity. Resilience research and understanding is as important as the pedagogical and technological aspects in an Educational system as it is a trait that encompasses the people, the socio-economic system and their relationships. In this work, we analyzed resilience as trait, its relevance in an Educational system, factors that make up resilience in an Educational system and finally the relevant research about resilience in Education during Covid-19. Based on the results of our literature review we formed a model for Educators. A survey was conducted among educators of three countries namely Malaysia, Fiji, and India to determine the essential elements of resilience that were relevant to the continuity of an educational system from the point of view of teachers. We arrived at a set of factors that are relevant to the teachers in the educational systems which can be an impetus for policy makers to focus on and develop. The major results from the study are the need for Educational systems to focus on three facets—internal, interpersonal and external aspects of teachers and strengthen factors such as support for teachers, strong academic leadership, trust of teachers, increase self-motivation, enhance communication with stakeholders and emphasize systems that enhance student-teacher communication. The future areas of research are also discussed in the work.

Pharmacy Students’ Mental Health and Resilience in COVID-19: An Assessment after One Year of Online Education

“…In a survey of resilience among educators from three countries during COVID-19, internal, interpersonal, and external aspects of educational systems were needed to enhance resilience in the face of phenomenal changes like the pandemic. Additionally, support systems, strong academic leadership, trust, self-motivation, and communication were emphasized [ 64 ]. While these correlates were not clear in our population, it can be anticipated that low resilience in third year students may relate to the pressure induced by selection to professional years (as our curriculum of the Bachelor of Pharmacy program includes a pre-professional 2-year cycle followed by selection to a professional 3-year cycle), with a major upgrade in the level of courses together with the educational disruption caused by the online shift.…”

Exploring the concept of pedagogical resilience during the COVID-19 pandemic: Teachers’ perspectives from Thailand and the Philippines

“…The COVID-19 pandemic has undoubtedly impacted the educational systems worldwide (Raghunathan et al, 2022), where various educational institutions have had to find alternative modalities to continue delivering class instructions. As a result, classes were moved to online, and lessons were delivered remotely, significantly affecting Zara et al 10.3389/feduc.2022.981217 teachers' pedagogical practices and mental health.…”

“…Such an attitude is defined by Searing et al (2021) as resiliency, describing someone who has "the ability to withstand adverse conditions while still delivering services" (p. 181). As noted by Raghunathan et al (2022), the resiliency of an educational system in the pandemic can be portrayed in three aspects: people, technology, and environment. The first aspect, the people, are the ones who are tested and challenged the most.…”

Mathematical and computational awareness before and after the pandemic

“…We studied a new concept: resilience. It is the ability to adapt to the new variable world rapidly (Raghunathan et al, 2022).…”

“…Using a questionnaire-based research method, we tried the most to gather experience and offer practical advice on how we can be more prepared to respond to a similar situation in education in future (Chmielewska et al, 2020;Nilsberth et al, 2021;Raghunathan et al, 2022). Chmielewska et al (2020) stated priorities: First is the optimal education space (technically) and second is the educational content, in the sense of its form and methodology.…”