Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19

Abstract

The overspread of the novel coronavirus—SARS-CoV-2—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease’s outbreak. In particular, we featured the differences in students’ learning behaviours between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students’ learning habits toward Sustainable Development Goal 4 (SDG4)— Quality Education—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents.

Distance education as a response to pandemics: Coronavirus and Arab culture

“…The sixth finding is dependent learners. CDE relies primarily on the notion of self-learning [ 36 ]. This notion is, however, not an integral part of Arab education and Arab culture.…”

“…During the epidemic, ‘the things we all took for granted [are] no longer an option’ [ 35 ]: 1). Education is encountering ‘the greatest disruption’ [ 31 ]: 1), marking ‘a radical departure’ [ 36 ]: 245) from historical modes of delivery. Coronavirus is unmasking a fundamentally original ‘face of education’ [ 37 ]: 48), occasioning ‘an inflection point’ [ 38 ]: 419) for conventional distance education.…”

Distance Learning During the Covid-19 Pandemic: Strengthening of Character, Productivity, and Stem Competency

“…It also shows the effectiveness of online learning supported by STEM literacy (Choy, Yim, & Tan, 2020;Drane, Vernon, & O'Shea, 2020;Pertiwi, Rochman, and Mansyur, 2019). Another consequence is the effectiveness of online learning related to the process of forming and enhancing student character (Asanov et al, 2020;Burhanudin et al, 2020;Tran et al, 2020). Therefore, distance learning in the post-Covid-19 period is a learning strategy solution for teachers, school leaders, and parents (Darmalaksana, 2020;Praherdhiono et al, 2020;Purwanto et al, 2020;Qadir & Al-Fuqaha, 2020;Sandars et al, 2020;Subarto, 2020).…”

Relationship between learning habits and socioeconomic status : a COVID-19 pandemic study

“…Students' learning habits involve study skills and study attitude [6]. According to [7,8] the students' learning habits comprise two key characteristics: carefully deliberating study behaviours and engagement in learning sessions.…”