The COVID-19 pandemic forced higher educational institutions to an emergent transition to online education, which required that teachers and students were ICT literate enough to continue with their curricula. As most universities in Japan have already transitioned back to face-to-face lessons, this study aimed to analyze the process of acquisition and use of ICT knowledge in a pre, mid and post-pandemic scenario. Findings showed a drastic gap of ICT literacy between teachers and students. However, results suggest (...) that the acquired ICT knowledge remained and is currently being used in a face-to-face or hybrid environment. (shrink)

In conditions of post-pandemic reality, the creation of optimal psychological and pedagogical conditions for the formation of future specialists, raising the level of their professional training, socialization and adaptation to work in the work collective requires appropriate psychological support, the development of cognitive and psychological support technologies for the constructive implementation of practical social psychological assistance in the pedagogical process, as well as the use of modern cognitive-psychological approaches by teachers, the development of psychological recommendations on the style (...) of pedagogical impact and the like.The article highlights the important socio-psychological conditions for preparing a future teacher for socio-pedagogical activity in the context of post-pandemic realities. The necessity of using cognitive psychology technologies in the process of forming professionally speaking competencies of future psychologists and their speech culture in the process of professional speech training is substantiated. The technologies and conditions for the organization of the pedagogical process for the preparation of future practical psychologists who have undergone changes as a result of recent events related to the implementation of the educational process in a remote mode are described. The structure of the seminar on the basics of speech competence of a psychologist is presented as a result of using a dialogical approach in the system of professional training at a university.In our opinion, the materials in this article will be of interest to educators, practical psychologists, and social educators of the vocational education system, since they will help not only better understand the psychological characteristics of the professional and personal development of future specialists, but also constructively solve the urgent problems of their professional training. (shrink)

The article highlights the problem of the effectiveness of the learning process in higher education institutions in the post-pandemic. Today there are changes in the labor market, and more and more professions need to be updated. This affects the quality of higher education both in Europe and elsewhere, so many higher educational institutions have appeared, which primarily care about the number of students, and not about quality. In an environment where the pandemic has significantly changed (...) the learning process, it is very important to find new ways to improve its effectiveness. Now there is a transition from an industrial society to a society of obtaining knowledge in conditions of post-pandemic development; This means that there is a transition to mass education, and then to general higher education and the need to train a large number of people with average abilities. In addition, in higher educational institutions, in particular in universities, there are still imperfect academic programs in the basics of science, compiled by teachers with different levels of training in the context of post-pandemic development. (shrink)

The outbreak of COVID-19 has brought drastic changes to English teaching as it has shifted from the offline mode before the pandemic to the online mode during the pandemic. However, in the post-pandemic era, there are still many problems in the effective implementation of the process of English teaching, leading to the inability of achieving better results in the quality and efficiency of English teaching and effective cultivation of students’ practical application ability. In recent years, English (...) speaking has attracted the attention of experts and scholars. Therefore, this study constructs an interactive English-speaking practice scene based on a virtual character. A dual-modality emotion recognition method is proposed that mainly recognizes and analyzes facial expressions and physiological signals of students and the virtual character in each scene. Thereafter, the system adjusts the difficulty of the conversation according to the current state of students, toward making the conversation more conducive to the students’ understanding and gradually improving their English-speaking ability. The simulation compares nine facial expressions based on the eNTERFACE05 and CAS-PEAL datasets, which shows that the emotion recognition method proposed in this manuscript can effectively recognize students’ emotions in interactive English-speaking practice and reduce the recognition time to a great extent. The recognition accuracy of the nine facial expressions was close to 90% for the dual-modality emotion recognition method in the eNTERFACE05 dataset, and the recognition accuracy of the dual-modality emotion recognition method was significantly improved with an average improvement of approximately 5%. (shrink)

The mechanism of how the COVID-19 global pandemic has affected the entrepreneurial intentions of college students remains unknown. To investigate the impact of the entrepreneurial environment on entrepreneurial self-efficacy and entrepreneurial intentions in the post-pandemic era, 913 college students were invited to complete a questionnaire. The data were analyzed with structural equation models. The conclusions revealed by the questionnaire are as followed: college students have retained some entrepreneurial intention in the post-pandemic era; the factors influencing (...) the entrepreneurial intention include sex, family entrepreneurial history, major, and education background; and entrepreneurial self-efficacy can play a major role to mediate the impact caused by the post-pandemic entrepreneurial environment on entrepreneurial intentions. The research conclusions provide important insights to improve college students’ entrepreneurial intentions in the post-pandemic environment. (shrink)

The concept of mentality in the context of today's post-pandemic society, its role in the development of historical and socio-postmodern scientific thought are analyzed. Its correlation with other categories has been determined, revealing phenomena that are close in meaning. Revealed the significance of the category of mentality for the study of the development of society.Mentality as a system is a categorical characteristic of a nation, and hence of a society, the core of which is a given nation. The (...) study of mentality allows us to understand the internal relationships in society identify the internal reasons for the development of society and do praxeological research. The analysis of mentality within the framework of social philosophy cannot be limited to a certain time period, this category characterizes the nation and society at the present stage, accumulating in itself all the historical influences and changes projected at the present.The article examines the phenomenon of mentality as a system of internal deep-psychological socio-cultural attitudes of the individual. The article considers and substantiates a mental approach to understanding the phenomena of socially individual life. The philosophical and educational aspects of the formation of personality mentality and the main "problematic sides" of modern education through the prism of the mental approach are actualized. (shrink)

This paper re-examines the tension between professional and liberal education by revisiting The Idea of the University (1852), the seminal mid-nineteenth century treatise of John Henry Newman. In returning to Newman’s classic text, we are interested in the significance of his lectures for a contemporary Higher Education increasingly under pressure to be ‘useful:’ on this understanding, ‘useful’ denotes an arguably limited and utilitarian sense where the university guarantees its students a well-paying job on graduation. In pressing on this (...) distinction between ‘the useful’ and ‘the useless’ – a distinction that continues to plague discourse on the contemporary university – our paper focuses on the experiential and pedagogical aspects of education that find recurring emphasis in Newman’s classic work: aspects of place, of community, and of the teacher–student relationship. (shrink)

This paper examines the shaping factors, drivers, and impact credentials of students’ entrepreneurial intention during the COVID-19 pandemic. The proposed framework addresses the antecedents of entrepreneurial intention among students in Romania, focusing on three focal constructs, namely, risk-taking, proactiveness, and innovativeness, with a keen focus on the mediation effect of the entrepreneurial university environment. The study used self-reported data collected through an online questionnaire during November 2020–February 2021 from a sample of 1,411 students in western Romania. The methodology relies (...) on two modern techniques of modeling cross-sectional data, namely, structural equation modeling and Gaussian graphical models. The main results highlight that the three constructs positively relate to students’ entrepreneurial intention in a comprehensive framework where the entrepreneurial university environment drives innovativeness. The paper brings forward, in an innovative way, that entrepreneurship education and training at the university level enhance students’ entrepreneurial intentions as it fosters the attainment of advanced knowledge and skills. The results are well associated with the start-up process as prerequisites for successful entrepreneurship engagement of youth in a globalized digital economy, particularly during this challenging pandemic outbreak, but also post-pandemic times. This research sheds new light on the essential role played by higher education institutions in providing advanced knowledge and necessary skills matched with the labor market needs, thus enhancing students’ innovativeness and their entrepreneurial intentions. (shrink)

The psychological impact of the COVID-19 epidemic on college students is an important topic. With the entry of the post-epidemic era, how universities can better improve students’ psychological resilience in teaching is the research topic of this article. In the form of a questionnaire survey, some entrepreneurial college students investigated the loneliness and psychological resilience of college students after the outbreak of the epidemic and explored the role of self-efficacy in it. The data is collected online through cooperation with (...) an entrepreneurial event, and the participating students are asked for background information such as colleges, grade, and majors. After collecting this information, they answered a series of simplified scale questions about loneliness, self-efficacy, and psychological resilience. In the end, a total of 200 questionnaires from different universities were collected, and the structural equation model was used to explore the role of self-efficacy. The results show that: loneliness has a significant negative effect on Self-efficacy, β = -0.292, p < 0.001; Self-efficacy has a significant positive effect on psychological resilience, β = 0.556, p < 0.0 01; loneliness has a significant negative effect on psychological resilience, β = -0.244, p < 0.01. Self-Efficacy has a significant intermediate effect in loneliness and psychological resilience, with an effective value of -0.111 and p < 0.01. The results show that this exploratory survey finds it important to provide targeted personal self-efficacy improvement activities for college students with a strong sense of loneliness and to combine school and family education organically to help college students form a healthy and upward mentality to better cope with the unknown and troubles caused by the epidemic, which will help improve the psychological resilience of college students in the epidemic. (shrink)

Due to the spread of the Covid-19 virus, all countries began to introduce quarantine measures, which led to the closure of all higher education institution indefinitely. They were forced to switch to a distance learning process in a short time. The readiness for this process was different, purely technical problems arose - the lack of the Internet, computers, educational materials on the network. And most importantly, the teachers are not ready for distance learning. The IT industry was the first (...) to respond to the needs of teachers and students in physical culture and sports: the power of channels was increased, a large number of services and tools for teaching appeared. For video conferencing, the ZOOM tool turned out to be very popular, a large number of blogs with training recommendations were published on social networks, distance courses were held on the development of training resources and the organization of training. After the weakening of quarantine in the world, it became clear that humanity has entered a new stage of development, where distance learning will play a big role. Therefore, it is important to analyze the results of the distance learning process and determine the priority ways of developing online education in training future managers of physical culture and sports. The article is devoted to the problems of using distance work in the training of future managers of physical culture and sports. (shrink)

The article entitled “Post-COVID-19: Education and Thai Society in Digital Era” has two objectives: 1) to study digital technology 2) to study the living life in Thailand in the digital era after COVID-19 pandemics. According to the study, it was found that the new digitized service is a service process on digital platforms such as ordering food, hailing a taxi, and online trading. It is a service called via smartphone. The information is used digitally. Public relations, digital marketing, (...) and living in cyberspace play an increasingly digital role. People have communication skills, use Line, Facebook, social media, have tools to search for knowledge, learn and improve themselves. People in the new era of life have a new way of life therefore there is social life in the cyber world. There should be ethics, attitudes, values, and click-on images that are linked to digital use. For a good time life, It is important to have digital intelligence (Digital Quotient) to live after post-COVID19, the digital era. (shrink)

In the present times of globalization, the issues of a high level of proficiency in foreign languages are especially relevant in the context of the significant need for specialists capable of working in an international environment. Foreign language proficiency is a significant condition for establishing and maintaining international business contacts, intensifying professional interaction with foreign colleagues. According to the Bologna Convention, knowledge of foreign languages is an important component of today's mobility of students, teachers and scientists in the context of (...) access to education, innovative research and teaching opportunities in the postmodern European space. All these factors justify the economic value of a knowledge of foreign languages and become one of the key components of the professional competence of future specialists in the postmodern space. Competitiveness of specialists is directly dependent on on the ability to process professional foreign literature, as well as on the usefulness of the ability to listen to lecture material and reports in a foreign language during conferences, round tables and seminars; from the ability to take part in an idiosyncratic conversation on professional and business topics; as well as the ability to search for new information on the Internet or in theoretical scientific sources of the world level; from the ability to prepare and conduct a presentation on a selected topic in postmodern society. (shrink)

The global pandemic caused by the spread of a novel coronavirus in early 2020 did more than transform the first one-and-a-quarter academic year that fell within its duration. It also transformed higher learning in its research and pedagogy. Like many misfortunes, COVID-19 has brought opportunity for growth and change. No doubt, there are many success stories of philosophers rising to the challenges of our time. In this contribution, I relate my own pandemic story, not as one of success, (...) but rather as a humble attempt to grapple with the question of the post-pandemic philosophy curriculum. What is the place of philosophy in the twenty-first-century university? What might "philosophy" mean in a post-pandemic context... (shrink)

This collection concerns educational philosophy and post-apocalyptical survival. It is based on a series of editorials and articles written by Michael A Peters as the Editor of Educational Philosophy and Theory journal, together with colleagues in a couple of co-authored chapters, to explore the concept of global apocalypse from the educational philosophy lens. This fourteenth volume in the Editor's Choice series provides insights into the philosophy of education as it relates to the concepts of civilizational collapse, discourses of (...) decline, educating for survival amid climate emergency, cultural apocalypse and the pandemic. It will be of interest to scholars in philosophy of education and anyone who is working in the field of post-apocalyptic studies. (shrink)

Volume 39 of the Tanner Lectures on Human Values includes lectures initially scheduled during the academic year 2019-2020. Owing to the global coronavirus pandemic, some were delivered at a later date. The Tanner Lectures are published in an annual volume. In addition to permanent lectures at nine universities, the Tanner Lectures on Human Values funds special one-time lectures at selected higher educational institutions in the United States and around the world.

This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice. Exhibiting a re-imagination of education through themed relationalities that can transverse education, this cutting-edge book highlights the importance of matter in educational environments, enriching pedagogies, teacher-student relationships and curricular innovation. Chapters present contributions that explore education through various international contexts and educational (...) sectors, unravelling educational implications with reference to the climate change crisis, migrant children in education, post-pandemic education, feminist activisism and other emergent issues. The book examines the ongoing iterations of the entanglement of colonization, modernity, and humanity with education to propose a possibility of education capable of upholding heterogeneous worlds. Curated with a global perspective on transversal relationalities and offering a unique outlook on posthuman thoughts and actions related to education, this book will be an important reading for students, researchers and academics in the fields of philosophy of education, sociology of education, post humanism and new materialism, curriculum studies, and educational research. (shrink)

This paper explores relationships between environment and education after the Covid-19 pandemic through the lens of philosophy of education in a new key developed by Michael Peters and the Philosophy of Education Society of Australasia. The paper is collectively written by 15 authors who responded to the question: Who remembers Greta Thunberg? Their answers are classified into four main themes and corresponding sections. The first section, ‘As we bake the earth, let's try and bake it from (...) scratch’, gathers wider philosophical considerations about the intersection between environment, education, and the pandemic. The second section, ‘Bump in the road or a catalyst for structural change?’, looks more closely into issues pertaining to education. The third section, ‘If you choose to fail us, we will never forgive you’, focuses to Greta Thunberg’s messages and their responses. The last section, ‘Towards a new normal’, explores future scenarios and develops recommendations for critical emancipatory action. The concluding part brings these insights together, showing that resulting synergy between the answers offers much more then the sum of articles’ parts. With its ethos of collectivity, interconnectedness, and solidarity, philosophy of education in a new key is a crucial tool for development of post-pandemic education. (shrink)

Ethics of Inclusion captures fairness and social justice for all from an ethical perspective in our post-pandemic world. The book discusses inequality in Healthcare, Economics & Finance, Education, Digitalization, and the Environment, in order to envision economics of diversity and a transition to a more inclusive society. A wide-ranging approach addresses issues of inequality in access to innovations such as telemedicine and artificial intelligence, economic gains of robotics, and big data insights. A rising performance gap between the (...) finance sector and the real economy opens in the post-COVID-19 era, with system-inherent inequality, given elevated inflation levels and disparate impacts of low interest rate regimes around the globe. Education offers social transfer hubs and inclusion potential for societal advancement and international development. The transition to a greener economy is addressed in an analysis of the Green New Deal and European Green Deal including the Sustainable Finance Taxonomy. The book sets out a hopeful agenda for equality and social justice to deliver a post-pandemic Renaissance. (shrink)

ABSTRACT The advent of Covid-19, a new and highly contagious form of Corona virus, in late 2019 cast a harsh light on human vulnerabilities and on the provocations (and opportunities) facing humanity. Although many of the more drastic measures applied within educational settings have since ceased to apply, at least for the time being, we are not yet ‘past Covid’: many of the challenges that are discussed here still exist. As we faced unprecedented disruption to economies, societies and education (...) systems, the global health pandemic drew attention to existing inequalities and presented a clear picture of steps required for addressing the education of close to one billion students whose learning was hampered due to school closures. The magnitude of this challenge was and still is starkly manifest with the digital divide on the African continen. Democratization of education has been perceived to include facilitation of both formal and epistemic access (including allocation of new technologies for teaching and learning), reconceptualization of knowledge, truth and learning, recognition of ‘other standpoints for knowledge’ and ‘very different knowledge registers,’ recovery of ‘lost knowledge resources’ and connection of ‘multiple ways of knowing,’ and respectful engagement ‘with indigenous and local knowledges,’ idea that merit critical interrogation. (shrink)

The world faces a triple apocalypse: the Russian invasion of Ukraine, the huge unnecessary loss of life and the disastrous prospect of a limited ‘tactical’ nuclear war; the Covid pandemic that has...

The article is an overview of the VI Scientific and Practical Conference «Internet beyond 2020» (April 22-24, 2021) organized by the online school of Internet research with the support of the Higher School of Economics. The conference program included workshop reports and round tables on the role of the global network, the evolution of art and education during the COVID-19 pandemic. The conference brought together representatives of social sciences and humanities (sociologists, cultural scientists, linguists), artists, designers, and specialists (...) in the field of Internet studies. The organizers and participants of the conference tried to answer various questions, including the following. Is a modern person witnessing the emergence of fundamentally new anthropological practices? Is it possible to obtain a comprehensive picture of digital realities from single events of Internet studies, as well as predict the emergence and development of yet unknown social and anthropological transformations? Is it possible for a post-pandemic narrative conceptualizing the heterogeneous eventuality of our time to emerge? (shrink)

Moving education to Zoom, Microsoft Teams, and the many alternatives during the COVID19-pandemic raised the question of pedagogical form. In a sense, pandemic education in its two-dimensionality was a frictionless, sanitized reduction of education to pure form; it offered a more efficient transfer of knowledge and was marked by a heightened means-to-an-end logic. This has made the informal, unforming and deformational activity that Stefano Harney and Fred Moten call study even more difficult, if not impossible (...) during pandemic education. In this article, we consider the pitfalls of thinking in terms of pedagogical form and the formalization of education by engaging with Emile Bojesen’s work on education as (de)formation. Via Harney and Moten, we reflect on what the concept/practice of study by way of formless formation teaches us about (pre-)pandemic education and about pedagogical forms that might be in keeping with study in post-pandemic education. (shrink)

Because of the coronavirus disease 2019 pandemic, the traditional didactic teaching method that is practiced in Confucian culture, an Eastern cultural model, is being challenged by multiple alternative teaching modes. In Western cultures, the teaching behavior of teachers is dependent on their ability to influence the temperament of students; in contrast, teachers in Eastern cultures are influenced by changes in external environment. This phenomenon can mainly be explained by the tendency of students in Eastern cultures to adopt a passive (...) learning style because of Confucianism. On the basis of Confucian culture and literature review, we conducted a Chinese-language questionnaire survey of temperament scales and learning motivation, and 724 effective questionnaires were collected and used to explore the relationship between students’ temperament and learning motivation under three teaching modes, namely, online teaching, traditional offline classroom teaching, and online–offline mixed teaching. Conclusions drawn were as follows. In a Chinese Confucian cultural system, the passive learning style of students and its relationship with the surrounding collective culture creates the temperament characteristics of sanguinity and phlegmatism. Influenced by the traditional Confucian values of benevolence and honesty, students with a melancholic temperament do not focus on their learning motivations. Furthermore, changes in external information, to which such students are sensitive, cause them to give up opportunities easily. Similarly, students with a choleric temperament are sensitive and prone to fluctuating emotions, and they tend to be affected by changes in their external environment. Although students have a strong learning motivation under the traditional offline teaching mode, a paradox in individual cognition exists because of differences between Chinese and Western cultures. Therefore, students generally prefer the online–offline mixed teaching mode to the traditional single teaching mode. This study explored factors that influence students’ learning motivation, namely, individual temperament and educational environment, and provides a reference for the future development of post epidemic education. (shrink)

The COVID-19 pandemic has catalysed what may soon become a permanent digital transition in the domains of work, education, medicine, and leisure. This transition has also precipitated a spike in concern regarding our digital well-being. Prominent lobbying groups, such as the Center for Humane Technology, have responded to this concern. In April 2020, the CHT has offered a set of ‘Digital Well-Being Guidelines during the COVID-19 Pandemic.’ These guidelines offer a rule-based approach to digital well-being, one which (...) aims to mitigate the effects of moving much of our lives online. The CHT’s guidelines follow much recent interest in digital well-being in the last decade. Ethicists of technology have recently argued that character-based strategies and redesigning of online architecture have the potential to promote the digital well-being of online technology users. In this article, I evaluate the CHT’s rule-based approach, comparing it with character-based strategies and approaches to redesigning online architecture. I argue that all these approaches have some merit, but that each needs to contribute to an integrated approach to digital well-being in order to surmount the challenges of a post-COVID world in which we may well spend much of our lives online. (shrink)

In this paper, we critically consider the analogy between “infodemic” and “pandemic”, i.e. the spread of fake news about COVID-19 as a medial virus and the infection with the biological virus itself from the perspective of cultural evolutionary theory (CET). After confronting three major shortcomings of the ‘infodemic’ concept, we use CET as a background framework to analyze this phenomenon. To do so, we summarize which bi-ases are crucial for transmission in terms of cultural selection and how transmission is (...) restricted by filter bubbles or echo chambers acting as TRIMS (transmission isolating mechanisms) post “infection”, which isolate false from trustworthy scientific information in the context of the Corona pandemic. This is followed by a demonstration of the threat to biological fitness posed by the effects of an infection with fake news, which leads to a reduced willingness to vaccinate and follow health measures. We identify fake news on Covid as pseudoscience, trying to immunize itself from external influences. We then address the question of how to combat the infodemic. Since debunking strategies, such as warnings by fact-checking, have proven relatively ineffective in combating fake news, the inoculation theory from psychology might offer an alternative solution. Through its underlying ‘prebunking strategy’, which educates individuals about the risks and tactics of fake news prior to a potential infection, they could be ‘immunized’ in advance, similar to a virological vaccination. Although we recognize that the pandemic/infodemic analogy is in fact far from perfect, we believe that CET could provide a theoretical underpinning in order to give much more semantic depth to the concept ‘infodemic’. (shrink)

“Doomsday prepping” is a phenomenon which involves preparing for feared societal collapse by stockpiling resources and readying for self-sufficiency. While doomsday prepping has traditionally been reported in the context of extremists, during the COVID-19 pandemic, excessive stockpiling leading to supply shortages has been reported globally. It is unclear what psychological or demographic factors are associated with this stockpiling. This study investigated doomsday prepping beliefs and behaviors in relation to COVID-19 proximity, demographics, coping strategies, psychopathology, intolerance of uncertainty (IU), and (...) personality in 384 participants (249 female) in an online study. Participants completed a number of questionnaires including the Post-Apocalyptic and Doomsday Prepping Beliefs Scale and a scale designed for the current study to measure prepping in the context of COVID-19. These were analyzed using ANOVAs, correlational, and mediation analyses to examine relationships between psychometric variables and stockpiling. Prepping beliefs and behaviors were higher in males than females and positively associated with anxiety, obsessive-compulsive symptoms, IU, and traditional masculinity traits. Older age, male gender, obsessive-compulsive symptoms, and traditional masculinity predicted unique variance in prepping. The relationship between gender and stockpiling was mediated by social learning (witnessing other people panic buying) and the perceived threat of COVID-19 (doomsday interpretations) while proximity and personal vulnerability to COVID-19 were non-significant. Results indicate that panic buying was influenced more by witnessing others stockpiling, personality, and catastrophic thinking rather than by proximity to danger. Education could target these factors in ongoing waves of the pandemic or future catastrophes. (shrink)

With the post-pandemic situation, digitalization has revolutionized physical teaching into online teaching and has become a common practice. The engagement of students has been essential for their good academic performance which can be ensured by the active participation of the students and this is a real challenge for the teachers. However, sometimes in online and physical teaching, teachers are also involved in rationalized knowledge hiding, which leads to the disengagement of the students, and this ultimately affects their academic (...) performance. Therefore, the present study aims at measuring the students’ disengagement in the teaching classes, both physical and online. The population of the present study is the students from the universities of China belonging to different fields of study. The sample size for this study is 246. The data are obtained through the Questionnaire surveys. The existing study has assessed the role of teachers’ rationalized knowledge hiding behaviors in the disengagement of students and their lesser grades. It has been found that rationalized knowledge hiding in online teaching does not affect students’ performance; however, it makes students disengage from their studies in physical classes. Interestingly, the rationalized knowledge hiding in physical teaching has negatively affected the performance of the students. Furthermore, the mediating role of the students’ disengagement has been found significant in this study. Organizations, especially universities, can ensure maximum knowledge sharing by motivating the instructors through positive reinforcements. This study will be useful for the curriculum coordinators of different departments in ensuring the maximum outcome of the teaching classes, workshops, and seminars conducted either physically or online to avoid the rationalized knowledge hiding of the teachers. (shrink)

The COVID-19 pandemic is still a major global health problem that had substantial consequences on people’s daily lives. This paper evaluates the impact of education and institutional management on Vocational Education and Training schools in Oman during the COVID-19 period. The purpose of this study is to understand the impact of the COVID-19 pandemic and identify possible challenges that may affect its impact on economic growth. This qualitative research is used as the main methodology of the (...) study. Qualitative data are collected through convenience sampling of 108 VET college students and staff using interviews and questionnaires. The study revealed that the administration plays an important role in economic growth. The students suggested that the national educational administration of the government of Oman plays an important role in their education and that this in turn churns out industry-ready individuals who will impact the economic growth. The government’s role, especially financially post-pandemic lockdown, will be a critical determinant of VET’s impact on economic growth. This study introduces a new perspective on education administration from the perspective of students and staff of VET colleges. (shrink)

Students are using file sharing sites to breach academic integrity in light of the Covid-19 pandemic. This paper analyses the use of one such site, Chegg, which offers “homework help” and other academic services to students. Chegg is often presented as a file sharing site in the academic literature, but that is just one of many ways in which it can be used. As this paper demonstrates, Chegg can and is used for contract cheating This is despite the apparent (...) existence of an Honour Code on Chegg which asks students not to breach academic integrity. With pandemic led safety considerations leading to increased online teaching and assessment, the paper analyses data relating to how Chegg is used by students in five STEM subjects, namely Computer Science, Mechanical Engineering, Electrical Engineering, Physics and Chemistry. The results show that students are using Chegg to request exam style questions. They demonstrate that contract cheating requests can be put live and answered within the short duration of an examination. The number of student requests posted for these five subjects increased by 196.25% comparing the time period April 2019 to August 2019 with the period April 2020 to August 2020. This increase corresponds with the time when many courses moved to be delivered and assessed online. The growing number of requests indicates that students are using Chegg for assessment and exam help frequently and in a way that is not considered permissible by universities. The paper concludes by recommending that academic institutions put interventions in place to minimise the risk to educational standards posed by sites such as Chegg, particularly since increased online teaching and assessment may continue after the pandemic. (shrink)

Due to the pandemic of coronavirus disease 2019, taking online courses has become a “new normality” for college students. This study paid particular attention to the role of college students’ attitude toward online courses in shaping their psychological distress during the COVID-19 epidemic in China. Participants were from a national panel survey that has been administered before and during the COVID-19 epidemic. Besides bivariate analysis, a multivariate regression model while adjusting for a lagged dependent variable was estimated to show (...) the association between ATOC and during-COVID distress. We found that respondents from a disadvantaged family background were more likely to have an “unsupportive” ATOC. Moreover, both bivariate and multivariate analyses confirmed that respondents with a “neutral” or “unsupportive” ATOC had greater during-COVID psychological distress, compared to their counterparts with a “supportive” ATOC. Given the persistent spread of the COVID-19 worldwide and the profound onsite-online transition in course delivery in higher education, students’ perceptions and evaluations of the massive online courses should be carefully considered and integrated into curriculum reforms in both present and post COVID-19 situations. (shrink)

A discussion with Roberto Andorno about global bioethics and biolaw, the Coronavirus pandemic, and its impact on human dignity and rights. Can we foresee the emerging new profile of global bioethics and biolaw in the post-Coronavirus era? How significant are they going to be in the future, after the enormous pressure that the Coronavirus pandemic has exercised on key political, legal, and ethical values? Must the voice of bioethicists -compared to the ‘hard’ scientific data- be louder in (...) the future concerning decisions about emergency social and medical measures? Is there a hope that public empowerment will support robust, global public engagement and meaningful deliberation? How much does Roberto Andorno’s view on human dignity reveal a supposed commitment to moral realism? The massive deaths of elderly people living in hospices of Sweden, Spain, and Italy, based on an implicit ‘fair innings’ view, has recently posed certain questions on the moral unacceptability of such practices. The same questions arise in the case of the legalization of euthanasia grounded on the implicit acceptance of the view that life is not worth living under certain circumstances. Is it possible that the human rights bodies worldwide will acquire executive power, and how could this become possible? How influential the ‘precautionary principle’ can become regarding clinical and research ethics in the future? How urgent is the importance of the introduction of bioethical education in the curricula of ‘hard’ empirical studies? Roberto Andorno discusses with us all these controversial and under heated public debate issues, giving sometimes provocative answers. (shrink)

The COVID-19 pandemic posed many ethical and practical challenges for academic research. Some of these have been documented, particularly in relation to health research, but less attention has been paid to the dilemmas encountered by educational and social science research. Given that pandemics are predicted to be more frequent, it is vital to understand how to continue crucial research in schools and other learning communities. This article therefore focuses specifically on research ethics in educational and social science during the (...) pandemic of 2020–2022. The research involved interviews and workshops with University College London (UCL) academics, professional staff and graduate students and encompassed those involved in reviewing ethics applications, researchers dealing with ethics in projects that continued despite disruptions caused by COVID-19, and successful research projects specifically designed to study the effects of COVID-19 in various contexts. The article discusses some of the crucial knowledge and practical experiences that were accumulated. The operational and epistemological lessons learned from this particular institution may have wider relevance to research ethics processes in higher education environments where academics and students are grappling with post-COVID-19 ethical dilemmas and inform broader debates about how research institutions can build institutional knowledge to improve practices of ethics review at the times of health emergencies in future. Our evidence points to the significance of inter- and multidisciplinary, collaborative approaches that flatten institutional hierarchies and to the crucial role played by professional staff. In addition, we argue that ethics review processes must be underpinned by critical debates about wider issues of unequal power relationships between research partners, the nature of knowledge production, ownership and utilisation. To enhance equity and epistemic justice in research practices, ethics education should be an ongoing integral part of research ethics within research institutions. (shrink)

Purpose This study aims to investigate the trending term: “Netiquette” as an important element in the effective digital citizenship. The research suggests a systematic framework of netiquette rules in the field of online education based on the classical core rules of netiquette and according to the digital citizenship scale (DCS). The research also studies the corresponding responsibilities of both educators and students to raise awareness towards using technology in a balanced, safe, smart and ethical way as the shift towards (...) the digital activities increased significantly in the post-corona time. Design/methodology/approach The research used the qualitative data that were based on the everyday observation and analysis of the online education experience at the university of Jordan in the academic year 2020/2021; the online group discussions of students and teachers; and investigating the guidelines of the online learning netiquette rules in various academic institutes. Comparative analysis was conducted to merge and eliminate redundant rules and to add sub rules, and then to cluster them into groups. The suggested clustered groups were distributed into the classical core rules outline of netiquette. In each core rule, the sub rules were reclassified and recategorized according to the DCS by studying the complexity levels and their corresponding factors. The suggested framework updates and adds DCS levels and factors considering the exceptional experience of online education through the pandemic. Findings The research finds that “Netiquette” had been neglected in cyber ethics literature, and so it has to be rediscovered through the lens of digital citizenship that becomes very noticeable issue in the post-COVID era. So, the research presents a systematic framework that outlines more than 150 netiquette sub rules in the field of online education, and that were clustered according to DCS and the classical core rules of netiquette. It also adds a new factor to the bottom level of DCS which is the primarily skills and traits, and also updates the internet and political activism fac-tor by adding the social perspective. Originality/value A novel classification of the classical core rules of netiquette was proposed in the field of online education to serve as a spectrum of identifying the complexity of digital citizenship levels and factors. This research can be a starting point of more works on netiquette research in online education and on other fields such as online business meetings, social media networking and online gaming. (shrink)

The outbreak of the coronavirus disease 2019 has resulted in widespread university lockdown. However, impacts of the university lockdown on the learning and academic development of university students have not been thoroughly investigated. The current study examined college students’ changes of learning outcomes during the COVID-19 lockdown period and clarified what might explain individual differences in students’ learning outcomes after they had learned from home for a whole semester when universities were physically closed due to the COVID-19 pandemic. Data (...) were derived from a longitudinal study examining the development of college students including students’ academic achievement and critical thinking before and after the university lockdown. We observed significant decreases in critical thinking skills and dispositions from pre- to post-lockdown. Both perceived academic achievement and critical thinking exhibited greater variability after the lockdown. In addition, students’ readiness for online learning, especially their self-management skills, consistently predicted post-lockdown learning outcomes after controlling for pre-lockdown outcomes and family socioeconomic status. Those who have assumed more responsibilities at home, or who were more vulnerable to emotional distress during the pandemic, performed less well in post-lockdown learning outcomes. These findings call for better management of student learning and development when major changes are required in higher education practices for responding to the ongoing COVID-19 crisis as well as other potential situations. (shrink)

Humans are living in damaged landscapes within a new geographical epoch known as the Anthropocene. The COVID-19 outbreak fuels uncertainty, instability, and ambiguity for humans. This viral disaster has been blamed for losing and further exacerbating ecological imbalance, and prompts a need to re-examine multispecies relations and, in particular, human exceptionalism. The authors, by applying a new theoretical assemblage that brings the new materialist turn entangled with Buddhist philosophies into our stories and diffractions of child-virus bodies, have been prompted to (...) raise two questions about how multispecies justice could disrupt environmental sustainability education. The questions we will engage with in the paper include: Can we explore these new theoretical assemblages (east-west) with child-virus relations as a means for raising multispecies justice that critiques the universalisation of human forces in the Anthropocene? What possibilities does the pandemic offer to rethink multispecies relations as an entangled ecological crisis by exploring what a ‘new normal’ in post-COVID-19 sustainability education could emerge? (shrink)

This study aimed at exploring the impact of post-epidemic era on teachers’ behavioral intention of distance education. In this study, purposive sampling method was used to enroll 390 teachers in colleges and universities, high schools and vocational schools, and junior high and elementary schools to be the research subjects for the questionnaire survey. A total of 360 questionnaires were collected for statistics, and AMOS 23.0 statistical software was used to analyze the correlation between variables. Meanwhile, a structural equation (...) model was used to analyze and verify the impact of the technology acceptance model, information system success model, and diffusion of innovations theory. According to the results, the system quality of distance teaching platforms certainly affected perceived usefulness, and perceived usefulness affected teachers’ attitudes toward using distance teaching systems. In addition, perceived ease of use had an impact on perceived usefulness, and trialability had an impact on teachers’ attitudes toward using distance teaching systems. Finally, teachers’ attitude toward using a distance teaching system also affected their behavioral intention. According to the results, suggestions were made in this study to teachers and students for distance teaching. Additionally, the main contribution of this study lies in providing specific strategies for further distance teaching through empirical results in combination with on-site teaching. (shrink)

The modern world space, which is affected by the post-pandemic consequences, is noted by the globalization of society, the increasing role of citizenship in making important state and international decisions has become possible in the context of the information revolution and has its own characteristics of communication in information and communication networks. The importance and need for a thorough study of the chosen topic is that the widespread use of various forms and methods of civil communication, free access (...) of citizens to information at all stages of decision-making and the functioning of central and local governments, the participation of civil society institutions in the work of expert, consultative, and advisory public councils on the expression and protection of the rights and freedoms of citizens, public control, direct electronic receipt of public services, etc. are important factors in the democratization of government in post-pandemic modern times. After all, we are talking about a deliberate orientation to new values - the person and the collective, their direct participation in the democratic organization of life of the state and society. The main thing in this context is that the rational consensus of civil society and the state is a factor in universal social discourse and a strategic resource for democratic development in the context of post-pandemic modernity. The aim of the article is to consider the epistemological and sociocultural aspects of the functioning of the communication capabilities of civil society institutions in the context of revealing the possibility and significance of their involvement in the processes of implementing state security policy. (shrink)

From the analysis of the Wave 5 National Income Dynamics Study – Coronavirus Rapid Mobile Survey 2021 dataset, the study conducted in South Africa, we developed a model of analysis based on three dimensions, namely, subjective well-being, material living conditions, and importance attributed to education during the COVID-19 pandemic. A cross-sectional analysis of the data for Gauteng area indicates that the dimension of subjective well-being of families in South Africa—even in relation to the factors such as conditions of (...) deprivation —does not necessarily influence the importance the respondents attach to their children’s education, this as reflected in whether or not they send them to school when COVID-19 restrictions allowed for schools to come back to face-to-face teaching. Subjective well-being of parents and guardians is, however, a predictor of concern about their children’s education and future. Our working hypothesis is that, although there is little evidence that subjective well-being has a significant association with the respondents’ willingness for their children to continue their schooling, there is a significant indirect effect of subjective well-being—which is especially determined by the gender as well as of the living material conditions—and the greater or lesser importance that the respondents attribute to their children’s education. Likewise, and in more general terms, subjective well-being is clearly related to gender, with women having the lowest levels of subjective well-being. (shrink)

The emergence of COVID-19 has made it ever more onerous for the world economy to rethink the way things are done and to be done. The need and almost compulsory way of services being catered for will never have been made so practically obvious without the influence of a pandemic like COVID-19. The world at some point in time was almost brought to a standstill, with services pertaining to supply-chain deliverables, education / professional development and many more almost (...) brought to a halt. This paper has the platform for critically assessing the pathway SSA economies (SSA) should follow, notably creativity in new technologies, while adopting a stance on ISI approach in order to reduce its reliance on the importation of essential commodities, which seem to have been a worrying concern throughout the crisis of COVID-19. Suggestions for SSA economies to embrace the notion of creative destruction is the focal point in this paper for the realization of growth and development, while at the same time harnessing the power of human integrity to champion competitive innovation. (shrink)

Catalysed by conversations amongst a group of colleagues, this article is an initial exploration of what happens to women academics aged 60+ who work in a university in Aotearoa New Zealand. This work is an example of when academic theories, in this case feminism, are called forth by real-world experiences – in this case, increasing academic job insecurity, catalysed by post-pandemic economic shortfalls. We blend together personal anecdotes and feminist analysis to show how women’s academic careers, which are (...) commonly constrained by motherhood in their younger years, are also curtailed at the senior end by processes of voluntary/involuntary retirement, as and when demanded by adverse fiscal conditions. (shrink)

The current global COVID-19 pandemic has led to a deep and multidimensional crisis across all sectors of society. As countries contemplate their mobility and social-distancing policy restrictions, we have a unique opportunity to re-imagine the deliberative frameworks and value priorities in our food systems. Pre-pandemic food systems at global, national, regional and local scales already needed revision to chart a common vision for sustainable and ethical food futures. Re-orientation is also needed by the relevant sciences, traditionally siloed in (...) their disciplines and without adequate attention paid to how the food system problem is variously framed by diverse stakeholders according to their values. From the transdisciplinary perspective of food ethics, we argue that a post-pandemic scheme focused on bottom-up, regional, cross-sectoral and non-partisan deliberation may provide the re-orientation and benchmarks needed for not only more sustainable, but also more ethical food futures. (shrink)

The use of social media is incomparably on the rise among students, influenced by the globalized forms of communication and the post-pandemic rush to use multiple social media platforms for education in different fields of study. Though social media has created tremendous chances for sharing ideas and emotions, the kind of social support it provides might fail to meet students’ emotional needs, or the alleged positive effects might be short-lasting. In recent years, several studies have been conducted (...) to explore the potential effects of social media on students’ affective traits, such as stress, anxiety, depression, and so on. The present paper reviews the findings of the exemplary published works of research to shed light on the positive and negative potential effects of the massive use of social media on students’ emotional well-being. This review can be insightful for teachers who tend to take the potential psychological effects of social media for granted. They may want to know more about the actual effects of the over-reliance on and the excessive use of social media on students’ developing certain images of self and certain emotions which are not necessarily positive. There will be implications for pre- and in-service teacher training and professional development programs and all those involved in student affairs. (shrink)