Closure Of Universities Research Articles

Alcohol misuse among university students before and during COVID-19: The role of mental health

Objective: Examine predictors of alcohol misuse among university students amid the COVID-19 pandemic. Participants: University students who completed the National College Health Assessment III before, during, and after the pandemic lockdown. Methods: Using multivariable logistic regression, we examined associations between psychological functioning, time spent with family and friends, and problematic alcohol use. Results: Alcohol use decreased, and psychological functioning was poorest one year after COVID-19-related university closures. While indicators of psychological functioning started to improve in the second year after the school closures, alcohol use started to increase. Overall stress, spending more time with friends, and fraternity/sorority residence significantly predicted moderate to high risk for alcohol dependence and binge drinking two years post-pandemic. Severe psychological distress (OR= 1.36, CI = 1.22, 1.52, p < 0.001) predicted moderate to high risk for alcohol dependence but not binge drinking. Conclusion: Innovative mental health interventions are needed to reduce alcohol misuse among university students.

University closures can reduce the risk of severe acute respiratory syndrome coronaviruses-2 transmission via close contact amongst Chinese students by over 60%

University closures can reduce the risk of severe acute respiratory syndrome coronaviruses-2 transmission via close contact amongst Chinese students by over 60%

폐교대학 구성원 보호를 위한 정부 지원방안 고찰

South Korea has a declining school-age population due to a low birth rate of 0.78, which is causing major changes in the university environment. Meanwhile, the government is evaluating the management and operation status of universities through structural reforms and inducing autonomous development of universities through financial support. However, the survival of universities is becoming a serious issue due to the lack of freshman enrollment, which started from local universities, and there are cases of universities closing down because of difficulties to operate due to decreased funding. Therefore, this study reviews the existing cases of closed universities, the government's university structural reform policies, and examines the problems of the school-age population that may appear in Korea in the future. Then, the negative effects of university closure on students, faculty, and school corporations are examined. Based on this, the purpose of this study is to propose government support measures to protect students, faculty and staff, and school corporations by examining system improvement measures related to school corporations.

A Cross-sectional Study on Effects of University Closure Due to Industrial Disputes on Pharmacy Students

ObjectiveTo assess the effects of the closure of universities due to industrial disputes on pharmacy students. MethodsA descriptive cross-sectional study was conducted among third-year to final-year pharmacy students at the University of Nigeria Nsukka (UNN) from July to August 2023 using a 23-item structured self-administered questionnaire. Responses were analyzed using SPSS v27.0. Frequencies and percentages were used to describe the variables, while chi-square tested the association between the variables. ResultsOf 306 students who participated in the study (response rate: 99.0%), 218 (71.2%) were within the age range of 21 to 25 years, while more than half of the participants 187 (61.0%) had less than 4 distinctions in the last professional examinations. Overall, slightly above half of the respondents 172 (56.2%) were negatively impacted by the strike; more than half of them agreed to the item “I felt anxious and unprepared for school activities after the strike” 204 (66.7%). Slightly above half of them also had a good perception of the strike 154 (50.3%); more than half of them agreed with the item “During the strike, I felt that education has lost its worth” 212 (69.3%). Students with less than 4 distinctions in the last professional examination had a better perception of the strike, while students aged 21 to 25 years were more negatively impacted by the strike than other students. ConclusionAcademic strikes in Nigerian universities caused anxiety, increased reported depressive episodes, and poor performance among pharmacy students, necessitating online classes and prompt dispute resolution.

The Oral History of “Pandemic Time”: Students’ Lives Through the Global COVID-19 Pandemic

ABSTRACT This article offers a reflective account of student memories of the first years of the COVID-19 pandemic in both the Czech Republic and Israel. By comparing the narratives of students from these nations, we introduce the notion of “pandemic time” to describe the ways in which personal experiences of time rest betwixt and between objective historical events and individual meaning-making. In this way, we argue that university students narrated the crisis inherent in pandemic time on two overlapping levels. On the one hand, students’ memories revolved around the broader objective timeline of the COVID-19 pandemic (to include specific dates of lockdowns, university closures, openings, etc.). On the other hand, our student informants in both countries appeared to experience these events in ways that diverged from this objective timeline. Specific events in both countries that appeared to supersede the health threat posed by the pandemic shaped how they recounted their experiences of the pandemic. Using narrative analysis, we identified several key themes to explore student perspectives about pandemic time: how social isolation impacted an understanding of time, both referentially (when things happened in relation to each other) and temporally (within the overall span of the pandemic); how our narrators perceived the pandemic overall; broad and intimate experiences with COVID-19; how long remote learning lasted; and when narrators perceived the pandemic as having ended. By exploring this concept of pandemic time, we show how an international focus on oral history across national and cultural boundaries makes it possible to tease apart diverging experiences of time, memory, and crisis and to demonstrate how that relates directly to oral history theory and methodology.

Learning in Times of Crisis: Insights into Student, Teacher, and Parent Experiences in Uttarakhand's Educational System during the COVID-19 Pandemic

The COVID-19 pandemic, declared in 2020, posed unprecedented challenges globally. Governments throughout the world adopted steps to lessen the effect of the infectious sickness brought on by the SARS-CoV-2 virus, including extensive lockdowns and closures of educational institutions. The current study looks at the effects of the pandemic on the educational landscape of Uttarakhand, an area distinguished by its distinct physical and socioeconomic characteristics. Amidst the closure of schools and universities, the transition to online learning became the norm, presenting significant hurdles for students, teachers, and parents, particularly in areas with limited access to digital resources. This study, based on a sample of 667 respondents, employs the snowball sampling method to examine the experiences and challenges faced by stakeholders in Uttarakhand's educational system during the lockdown period. By exploring the multifaceted impacts on learning environments, instructional delivery, and parental involvement, this research aims to provide valuable insights into the adaptation strategies and resilience of individuals within the education sector during times of crisis.

Examining the Triggers, Signals, and Implications of Corporate Implosion: Lessons and Intervention Strategies for Private Universities in Africa

Corporate implosion, characterized by sudden organizational collapses and significant financial repercussions, necessitates a comprehensive understanding of its triggers, signals, and potential intervention strategies. This paper employs a literature review and synthesis approach to delve into existing corporate implosion research specifically focusing on defining triggers, early signals, and viable rescue mechanisms. The study investigates triggers contributing to corporate implosions, focusing on financial mismanagement and leadership failures. It underscores the intricate interplay between internal and external elements in the context of organizational failures. Through thoroughly examining existing literature, the paper aims to contribute to a deeper understanding of the dynamics leading to corporate implosions. Furthermore, this research extends its scope to explore the closure of private universities, particularly within the African context. The analysis highlights industry-specific factors that contribute to the closure of private universities, encompassing aspects such as market demand, program relevance, financial stability, governmental regulations, economic conditions, demographic shifts, and technological advances. By broadening the investigation to include private universities in Africa, the study offers insights into the unique challenges faced by educational institutions in the region. Ultimately, the findings of this study are intended to inform decision-makers and stakeholders in private universities about the multifaceted nature of challenges that can lead to closures. Recognizing these triggers and signals is crucial for implementing timely and effective interventions to safeguard the stability and sustainability of private universities in Africa.

The mental health of nursing students during the COVID-19 pandemic: Beneficial effects of mindfulness-based stress reduction

BackgroundFollowing the COVID-19 global emergency, health students were faced with increased workloads, university closures, study interruptions, loss of peer support networks, and the challenges of volunteer work in hospitals. These factors caused health students to experience significant stress and anxiety, highlighting the necessity of psychological interventions for this group. Several studies have reported that a mindfulness-based stress reduction (MBSR) protocol offers valuable coping skills for traumatic events. This study aimed to investigate the impact of Mindfulness-Based Stress Reduction (MBSR) on stress, anxiety, and depression among nursing students at Qom University of Medical Sciences during the COVID-19 pandemic. MethodThis experimental study was conducted on 72 nursing students from the nursing faculty of Qom University of Medical Sciences in 2020. The sampling was conducted using stratified sampling, and the allocation method employed was simple randomization. MBSR intervention based on social networks was implemented for the experimental group. The Stress-Anxiety-Depression Assessment Questionnaire (DASS-21) was completed by both groups before the study commenced, immediately after, and 2 months post-intervention. Data were analyzed in SPSS-16 using t-test, chi-square, and repeated measures analysis. ResultsAnalysis of variance with repeated measures showed that in the experimental group, the effect of time on the average score of stress, anxiety, and depression is significant (p < 0.001). The t-test showed significant differences between the two groups in terms of stress, anxiety, and depression scores immediately after the intervention (p < 0.001) and in the follow-up phase (p < 0.001). ConclusionsMBSR based on social networks is effective and applicable in reducing stress, anxiety, and depression among nursing students during the COVID-19 pandemic. It is suggested that MBSR should be included in the curriculum of nursing students so that they can have the necessary mental preparation to face acute critical conditions such as COVID-19.

KNOWLEDGE AND AWARENESS OF STUDENTS ABOUT COVID-19: A CROSS-SECTIONAL STUDY

The COVID-19 outbreak has become an immediate public health threat. To contain the spread of the virus, the Kazakhstani government adopted emergency measures nationwide, including the closure of schools and universities, workplaces and subsequently lockdown. Objective. We aimed at studying knowledge and awareness about the sources, symptoms, and prevention measures of COVID-19 among students. Materials and methods. A cross-sectional study was conducted at al-Farabi KazNU, Almaty, Kazakhstan. Sample size was 5440 university students. A questionnaire was conducted on asking to assess the knowledge of students about COVID-19- related information, including questions on ways of spreading, symptoms, and vulnerable groups. In addition, preventive measures were evaluated. Results. Social media and media identified the most informative sources of information. The overall median knowledge score was 14 out of 19. Age and grade, studying at medical faculty, marital status and having children were associated with good knowledge about COVID-19. Moreover, according to students, practising a healthy lifestyle (60.1%), avoiding crowded places (59.4%), avoid touching your nose, mouth, and eyes with unwashed hands (58.5%) were effective preventive measures. Conclusion. Knowledge and awareness are essential tools in preventing disease. Students demonstrated fair good knowledge, although training programs for students about infectious diseases should be provided.

Digital Inequalities and Student Engagement in Higher Education

During the COVID-19 pandemic, education systems worldwide were forced to shut down and transition to online learning. While distance learning and digital technology offer a practical solution to mitigate the negative effects of university closure, there is also a risk of exacerbating the pre-existing digital disparities by reducing opportunities for those from less privileged backgrounds. China, as one of the first education systems to experience system-wide closure during the COVID-19 crisis, adopted emergency online learning, following a policy entitled Suspending Classes Without Stopping Learning. In the past three years, we have witnessed a growing number of studies on students’ online learning experiences. However, most of these studies have focused on a behavioural perspective which centres on student behaviour and effective institutional practices, thereby neglecting the exploration of broader sociocultural contexts that may influence student experiences. Moreover, the majority of empirical studies have laid particular emphasis on quantitative measures of student engagement through large-scale surveys, while very limited studies have explored in-depth factors that influence student engagement. This short paper offers a brief overview of an ongoing research project that focuses on exploring the day-to-day digital practice of students in two different types of universities in China. Adopting a digital ethnographic approach including visual methods, online observations, semi-structured interviews and comparative ethnographic analysis, this study aims to provide a detailed qualitative understanding of student experiences working with digital technologies in both research-oriented universities and teaching-oriented universities. Throughout the theoretical discussion of different approaches to digital inequalities, this paper hopes to stimulate thinking about the forms of the digital divide that might exist in higher education and ultimately contribute to both academic and policy debates on the subject. By exploring the different meanings of student engagement, this paper exhibits some of the challenges and issues relating to conceptualising and measuring student engagement in the digital age. It is hoped that this paper will bring insights into reframing and conceptualising student engagement from a socio-material perspective that moves away from the dominance of behavioural and quantitative studies. The finding of this study will contribute to providing a nuanced understanding of the relationship between initial socioeconomic inequalities, differences in student engagement and resulting inequalities in post-higher education, which will potentially inform future educational practitioners and scholars alike in developing effective strategies to enhance student learning experiences in the digital sphere.

The impact of the COVID-19 pandemic on education in Bangladesh and its mitigation

The global COVID-19 pandemic disrupted various facets of societal functioning, with the education sector facing unprecedented challenges. The sudden closure of schools and universities, coupled with the shift towards remote learning, created a dynamic educational environment. It significantly affected academic performance, psychological health, dropout rates, school closures, and even increased early marriage rates in Bangladesh. In 2021, the dropout rate stood at 14.15 percent. This study delves into the specific repercussions of the pandemic on the education landscape in Bangladesh. The research reveals the disparities in access to online education, shedding light on the socio-economic factors influencing digital learning engagement. Through a comprehensive analysis of quantitative and qualitative data, we explore the multifaceted effects on educational institutions, students, and educators. We present the impact of COVID-19 on education graphically using interpolation polynomials. Mitigating the impact of COVID-19 on the education sector in Bangladesh necessitates a multifaceted approach that addresses various interconnected challenges. Moreover, prioritizing mental health support for students, teachers, and parents is paramount in navigating the emotional toll of the pandemic. Collaboration and partnerships with international organizations, non-government organizations (NGOs), and private sector entities are indispensable for mobilizing resources and expertise. Bangladesh can effectively manage the pandemic's complications and ensure the continued viability of its educational system by implementing such an all-encompassing approach.

Emotions in Language Learning: Understanding Foreign Language Enjoyment and Anxiety in Higher Education

The significant role of emotions in learning was reemphasized during school and university closures caused by the COVID-19 pandemic. However, upon returning to campus, cognitive learning outcomes have reclaimed a dominating position in the university curriculum, while affective learning appears to have been disregarded. The present study contributes to the discussion on the significance of social-emotional learning in higher education. Therefore, the primary objective of this inquiry is to trace the perceived levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) in order to understand factors which contribute to their emergence. The research sample comprises 108 Polish university students majoring in English and enrolled in a bachelor’s programme. The findings demonstrate that language enjoyment is more prevalent among participants than language anxiety. The causes of language enjoyment are associated with teacher-student and peer-peer interactions as well as the classroom atmosphere, while language anxiety is reported to be linked to the fear of negative evaluation of students’ academic performance, test anxiety, and communication apprehension. These results suggest that English Department students are not exempt from experiencing language classroom anxiety, and engaging in practical English classes may be a source of a range of positive and negative emotions.

Leveraging an Open-Access Digital Design Notebook for Graduate Biomedical Engineering Education in Nigeria

Amidst the dual challenges of an eight-month university closure from nationwide public university strikes in Nigeria and the lingering impacts of the Covid-19 pandemic, we needed to innovate the delivery of BME graduate curriculum to ensure graduate students continued to progress in their studies. To ensure BME graduate students were engaging in team-based, clinician-identified engineering design challenges, we developed a digital design notebook (DDN) using Google Sites as an open-access, collaborative tool for scaffolding and documenting the engineering design process. Student design teams remotely uploaded digital content documenting their project work onto scaffolded DDNs created by program instructors. DDNs were purposefully designed to shepherd students through the design process such that each phase of the design process corresponded to an editable “page” of the DDN. Video lectures, learning resources, assignments, and other program information were embedded into the DDN for students to access throughout their design challenge. Project mentors and program instructors remotely monitored and assessed students’ work using the DDN. At the end of the design challenge, students effectively created an e-portfolio which showcased the work they conducted to build a biomedical prototype. Designing and implementing the DDN builds on previous research which demonstrates that “structured” design notebooks can be used as effective tools in engineering design and design thinking education. Our work also leverages educational frameworks for infusing engineering design into existing graduate biomedical engineering curriculum in Nigeria.

Behavioural patterns of university students during the COVID-19 pandemic: A cross-sectional study of the effects of active transportation, uninterrupted sitting time, and screen use on physical activity and sitting time

Background The closure of universities due to the coronavirus disease 2019 (COVID-19) pandemic may alter the behaviour of students. This study aimed to determine the effect of active transportation duration, uninterrupted sitting time, and screen time to study on physical activity and sitting time during the lockdown. Methods This was a cross-sectional study based on data collected via an online questionnaire for university students during the second confinement in France (between October and December 2020). Participants (N=2873) completed the International Physical Activity Questionnaire, which assessed physical activity and sedentary behaviour, and contained questions about modes of transport, and perception of uninterrupted sitting time and screen time to study prior to confinement and during confinement. Multiple regression models assessed how time duration of active transportation, uninterrupted sitting time, and screen time studying increased or reduced confinement effects on physical activity and sitting time. Results The regression models showed that physical activity decreased during confinement for students who engaged in more prolonged periods of active transportation prior to confinement. Moreover, the perception of long, uninterrupted sitting time and high screen time prior to confinement significantly increased sitting time during confinement. Students who adopted the most active transport time prior to confinement were the least likely to increase their screen time during confinement. Conclusions Confinement reduced physical activity levels and increased sitting time, mainly among students who adopted active transport and accumulated longer uninterrupted sitting time prior to confinement. Students who combined-long periods of uninterrupted sitting time with high screen use could be a riskier profile for health. Analysis of physical activity time and sitting position should include its accumulation patterns.

Marin Bălan (coord.), Filosofie, Educație, Distanță. Lucrările conferinței naționale online de filosofia educației

The philosophical and didactic-pedagogical value of this volume is doubled by its documentary value, referring to the continuity of the education process through online education (despite the disadvantages regarding the reduction of direct socialization and the negative effects of excessive digitization on the intellect), given that the Covid-19 pandemic forced the closure of schools and universities.

The Bologna Process and Georgian Higher Education: Advances in Academic Social Responsibility

This article examines Georgia’s integration into the Bologna Process, focusing on academic social responsibility (ASR). Utilizing qualitative methods, including document analysis and 30 in-depth interviews, the study assesses the evolution of higher education, alignment with Bologna standards, and external quality assurance. Findings reveal postintegration improvements, including university closures, fairer examinations, and modernized literature. Challenges include European standard implementation and perceived academic freedom encroachments. Overall, the Bologna Process positively influences Georgia’s education system, fostering organizational improvements and successful assimilation within the broader European educational context.

Teachers and managers experiences of virtual learning during the COVID-19 pandemic: A qualitative study

The closure of universities and schools interrupted learning outcomes and deprived students from growth and development opportunities as well as hindering their academic progress. Indeed, the COVID-19 Pandemic changed educational mechanism from traditional method to staying at home and virtual education globally. On the other hand, the educators and student particularly in developing countries faced shortage of necessary software and hardware infrastructures. Accordingly, introduction of virtual education along with some organizational and regional obstacles as well as poor planning caused low-quality online courses. Therefore, the present study extrapolated teachers' virtual education experiences during the COVID-19 pandemic. This qualitative study conducted on Iranian teachers using the conventional content analysis method in 2022. To do this, the targeted sampling method with maximum variation continued until data saturation. Hence, a total of 17 teachers (10 women and 7 men) included in the study. Data collected through five focus group discussions on the Sky room platform and two individual in-depth interviews. Male teachers had an average age of 44.42 years, while female ones had an average age of 47.80 years. The qualitative analysis categorized 22 themes as virtual education's pros and cons. Mental, physical, and social injuries; economic problems; insufficient virtual teaching skills; lack of virtual infrastructure; lack of motivation were identified as the main disadvantages of virtual education. Virtual education benefits included familiarity with modern science and education, time management, the durability of video and course topics, and not forcing students to attend class. Removing structural barriers (like creating a good platform for practical education and stopping new restrictive policies) and individual barriers (like economic and family problems, lack of motivation, psychological pressures, and occupational stress) could possibly improve virtual education. Virtual education should be different from face-to-face teaching because it can only meet some students' needs.

Effects of the COVID-19 Pandemic on College Students in Brazil.

The implementation of restrictive measures during the pandemic drastically changed the routine and habits of the population. In the academic sphere, the sudden closure of universities difficulted any advance planning. The objective of this study was to verify the effects of the pandemic on the routine, physical and mental health of students at a public university in southern Brazil. This is a cross-sectional study that applied a questionnaire from May to August 2020. The target population comprised 528 undergraduates. The questionnaire addressed questions about sociodemographic characteristics, physical and mental health. A response was obtained from 406 participants. During the quarantine period evaluated, the main results were: 66.2% reported worsening of anxiety symptoms; 57.6% declared that their physical health was "reasonable" to "bad". As for the quality of sleep there was an increase in 98.8% in the responses "bad sleep quality" and "very bad sleep quality"; increase in 26.6% for presence bruxism; 12.5% for orofacial pain, 3.8% for headache. It is concluded that there were several negative effects, among these effects, it was observed higher levels of anxiety, worsening physical health and quality of sleep, increase in the prevalence of bruxism, as well as the presence of orofacial pain and headache.

The effect of the COVID-19 pandemic on higher education institutions in South Africa: Resilience of academics

Academic staff of higher education institutions (HEI) experienced serious challenges during the lethal coronavirus disease (COVID-19) pandemic. To overcome the spread of this deadly pandemic, the South African government instituted stringent lockdown measures such as intermittent closure of universities. Apart from distance or online teaching and learning institutions, other HEIs were keen to maintain their core activities and conduct business as usual. To resume academic programmes, they advocated a transitioning from traditional face-to-face teaching to online teaching. For effective teaching and learning to be accomplished, academics were compelled to make paradigm shifts. They had to be digitally literate and technologically savvy. Academics were also confronted with challenges of poor students who experienced difficulty in procuring devices (iphones, ipads, laptops) and data, as well as securing access to Wi-Fi. Using Resilience Theory to frame the study, I explored the influence of COVID-19 on academics and their resilience to survive this deadly pandemic. Generic qualitative research within an interpretivist paradigm was employed to determine the perceptions and experiences of 13 academics from different universities during the COVID-19 pandemic. The findings reveal that the academics experienced serious emotional and psychological stress which were detrimental to their well-being. Although academics found difficulty in transitioning to online teaching, their resilience helped them cope with the extraordinary circumstances that evolved from COVID-19.

MEDICAL STUDENTS’ PERSPECTIVES ON E-LEARNING DURING THE COVID-19 PANDEMIC IN INDONESIA

Background: Online learning, as one e-learning form, enables interactive learning experiences for students. However, undergraduate students in the medical programme of Cenderawasih University in Papua have been facing various challenges in their engagement with online learning activities during the Covid-19 pandemic. This study examined the perspectives of medical students about their online learning experiences during the university closure due to policy regarding the pandemic situation.Methods: A total of 125 students participated in an online survey using Google Forms, and the data extracted were subject to descriptive analysisResults: The results showed that despite some positive feedback about the online learning management, learning delivery, and motivation received, the students shared their online learning challenges in their interactions with lecturers and peers, their inability to undertake independent self-study, as well as their challenges in group discussions and practicum classes. Other challenges students experienced were difficulties in purchasing internet data and their limited access to learning resources and learning spaces.Conclusion: Taking the socioeconomic and cultural status and contexts of Papua, the most eastern province of Indonesia, this study contributes to the literature on e-learning in medical education in such contexts. Medical faculties in similar settings can also benefit from this study.