The Gameover in Universities Education Management during the Pandemic COVID-19: Challenges to Sustainable Development in a Digitalized Environment

Abstract

The COVID-19 pandemic, which began in February 2020, has radically changed the processes related to higher education. The main purpose of our study is to help scholar communities distinguish between educational approaches that seek to sustain the “unsustainable” and to identify the problems of lecturer–student interaction in the midst of the mass transition to distance learning and to find ways to solve them. The results of our research show that the transition to distance education during the pandemic took place; however, it highlighted a whole complex of problems connected with deterioration of emotional state and reduction of incentives to study. That might challenge the existing status quo, a revision of the principles of “Humboldt universities” and the birth of new forms of education. The study consists of three parts that allow analyzing the lecturer–student relations, as well as the management of the learning process. The first part analyzes the characteristics and attitudes towards distance education in different countries. The second part presents the results of students’ emotional state in two countries with different population restriction regimes. The third part is devoted to the study of students’ time planning in the distance-learning environment. We used the following methods to achieve the goals of the study: a questionnaire survey of students and lecturers, HADS (The Hospital Anxiety and Depression Scale), and self-timing method. The thesis about the “gameover” in universities education management is open for discussion by the scientific community.

Infrastructure, curriculum delivery and service provision improvements made by the University of Kelaniya, Sri Lanka in transforming education towards sustainability in the midst of economic crisis, in post-covid 19 pandemic period.

“…This has enabled them to access material during off peak hours where data rates are low and also facilitate part time employments for students who experienced financial difficulties. Further, this also has enabled students to study according to their own phase [10]. However, a key disadvantage of asynchronous mode is the lack of student engagement and active learning.…”

“…Other than this, site selection (give preference to sites that do not include sensitive site elements and restricted land types), development density and community connectivity (use a previously developed site), brownfield redevelopment (rehabilitate damaged sites), alternative transportation (public transportation access, parking capacity) and reduced site disturbance (protect or restore habitat, development footprint). Construction should incorporate water efficiency, energy, and waste management [10,11]. If describe more about the water efficiency section, waterefficient landscaping (reduce/eliminate portable water consumption), water efficiency in air conditioning systems, innovative wastewater technologies (reduce potable water use or treat wastewater, rainwater harvesting), and water use reduction.…”

Educational Decision-Making During COVID-19 in Ontario: Lessons for Higher Education

“…As a result, the pandemic forced higher education institutions to swiftly implement various institutional changes such as a move to online learning (Al-Areibi et al, 2022) and asking students to leave on-campus housing to decrease the spread of the virus within the university's community (Ramlo, 2021). In this way, educational leaders within higher education institutions, just like the principals in the present study, had to respond quickly to the evolving COVID-19 pandemic to ensure the continuity of education within their establishments while respecting imposed social isolation and distancing measures (Denisov et al, 2021). Moreover, while courses within most field of studies could be easily converted to e-learning, for other practical and clinical courses the disruption of the pandemic was more deeply felt as in-person practica had to be redesigned to respect governmental guidelines and health protocols (Kahn et al, 2021).…”

“…Moreover, while courses within most field of studies could be easily converted to e-learning, for other practical and clinical courses the disruption of the pandemic was more deeply felt as in-person practica had to be redesigned to respect governmental guidelines and health protocols (Kahn et al, 2021). As such, higher education leaders also had to re-invent the ways in which they managed their institutions (Denisov et al, 2021) all while having little to no guidance to aid them in their decision-making (Miller, 2021).…”

Assessment of the Impact of Digital Skills on the Level of Satisfaction with Digital Transformation Processes in Ukraine

“…As noted by I. Denisov et al (2021) in the higher education sector, the dissatisfaction of teachers and students with the quality of digitalisation processes led to the radical digitalisation of university management processes. On the other hand, digitalisation processes in certain industries and attitudes towards them remain understudied, as evidenced by the practices of the agricultural sector, namely regarding pesticides, nanotechnologies, cloning, etc.…”