Abstract
Long before the COVID-19 pandemic, there had been numerous disruptions of learning in recent history. In addition, educational systems are in crisis due to low-quality learning in terms of student outcomes in STEM fields, limited digital instructional resources for teacher training, and generally limited resources in low income countries. However, as of April 2020, nearly 85% of students worldwide were out of school; that is 1.6 billion children kept home due to school closures in 180 countries. This paper explores how the Gulf Coast Countries (GCC) reacted to the disruption of education in order to understand the deeper issues of the rules and operations of educational systems and to provide recommendations to improve current education policies.The COVID 19 pandemic has significantly affected day-to-day life in general and the learning setting in particular; this comes with temporarily closing schools, shutting down different campuses and learning institutions to maintain social distancing as has been advised by the national public health institutes and the Centers for Disease Control and Prevention (CDC). The new health measures have been forced on the world due to the spread of the novel coronavirus. Most schools have integrated different types of technologies as an alternative method to facilitate the learning process.
Highlights
Since 2005, a number of technologies and web tools have been developed and adopted in the teaching and learning processes
Educational systems are in crisis due to low-quality learning in terms of student outcomes in STEM fields, limited digital instructional resources for teacher training, and generally limited resources in low income countries
This paper explores how the Gulf Coast Countries (GCC) reacted to the disruption of education in order to understand the deeper issues of the rules and operations of educational systems and to provide recommendations to improve current education policies
Summary
Since 2005, a number of technologies and web tools have been developed and adopted in the teaching and learning processes. Taking the swine flu breakout in Mexico as a case study, we find that most schools implemented quick and systemically innovative reforms in 2009 (Chambers, Barker, & Rouse, 2012) During this period, the Mexican educational system shifted to the use of television to broadcast the instructional process. The government shifted to distance and online learning, using computers to facilitate the process When it comes to the response of the educational sector during a crisis, we find that the contemporary problems in education correlate to the stability of a country, taking into account both political and social institutions in most countries around the world (Cloete, Maassen, Fehnel, R.Moja, Gibbon, & Perold, 2006). The purpose of this study is to investigate the global response to COVID-19 in the educational sector in general, and in the GCC in particular, to better understand how to improve educational policies in order to minimize issues that might arise with future interruptions of education
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