Education In Times Of Crisis Research Articles

The organisation of the educational process in the distance learning format in the frontline territories during the period of martial law in Ukraine

Analysing current approaches to organising remote learning in the frontline territories of Ukraine during martial law is crucial to ensure the continuity of education in times of crisis. This study aimed to identify the main challenges and prospects of remote learning, particularly by examining international experience and evaluating the effectiveness of the implemented learning models. For this purpose, a descriptive approach involving traditional document analysis, a systematic approach, and analytical and synthetic methods was employed. The primary sources of analysis were Ukrainian Laws, resolutions, Cabinet of Ministers of Ukraine’s orders, Ministry of Education and Science orders and letters adopted after 24 February 2022. The study found that the key challenges for organising distance learning in frontline areas were ensuring the safety of participants in the educational process, a lack of technical facilities and resources, and psychological difficulties for students and teachers. The introduction of cutting-edge technologies and the adaptation of teaching methods could significantly increase the effectiveness of distance learning in times of crisis. Recommendations for enhancing the educational process have been formulated, including the integration of innovative technologies, advanced training for educators, and psychological support for all participants in the educational process. The study’s practical value lies in the potential application of these recommendations to improve the organisation of education in the frontline areas of Ukraine, ensuring the continuity of education amidst hostilities and enhancing overall educational quality. The findings can inform the development of national strategies for distance learning during crises and contribute to improving the regulatory framework in the education sector

Discussion Papers on “New Challenges for Education in Times of Crisis and Major Societal Changes”

Discussion Papers on “New Challenges for Education in Times of Crisis and Major Societal Changes”

Editorial: Protecting education at all costs? Education in times of crisis and conflict

Editorial: Protecting education at all costs? Education in times of crisis and conflict

A Cross-Sectional and Longitudinal Investigation of Hopelessness Among University Students in the Aftermath of the COVID-19 Pandemic

Under the shadow of the COVID-19 pandemic, it is of vital importance to explore its impact on the psychological wellbeing of the students in higher education. Accordingly, this research investigated hopelessness among students at a state university in Turkey throughout the pandemic. The research was conducted in two separate studies, one cross-sectional and the other longitudinal. Study I examined students’ hopelessness level in relation to gender, job or income loss, social media use, academic unit, and grade. Study II compared students’ hopelessness level during the distance and hybrid education periods. The data were collected online through Personal Information Form and Beck Hopelessness Scale in both studies. The findings of Study I indicated significantly higher hopelessness scores in females, students who experienced job or income loss, and seniors at faculties. It was also found that the level of hopelessness increased as the duration of social media use rose. In addition, Study II revealed that students’ hopelessness scores significantly decreased during the hybrid education in contrast to the distance education. Based on these findings, we suggest that during distance education in times of crisis, psychological counseling and career guidance interventions should be planned and coordinated according to the characteristics of risk groups, and e-learning models offering the highest social interaction should be preferred.

Internationalization of higher education in times of crisis: from globalist tendencies to the search for national priorities

Introduction. Global socio-political crises of our time, which limit the traditional forms of international cooperation for Russian universities, actualize the problem of searching for the most effective models of internationalization of higher education. At present, the nationally-oriented model corresponds to the goals and conditions of the organization of international activities in higher education to the greatest extent. The aim of the article is to identify the possibilities of implementation of the nationally-oriented model of internationalization of higher education in the assessment of scientific and pedagogical staff. Materials and methods. The study is based on general scientific methods, the principle of additionality of approaches of Russian and foreign researchers. Two-hundred thirty pedagogical profile teachers of Novgorod State University (Russian Federation) took part in the survey. Google Forms service was used to collect statistical information. Data collection was carried out from September 2022 to June 2023. Results of the study. The majority of survey participants who had experience of international cooperation believe that internationalization is important for the development of teacher education. This view is shared by more than half of the respondents who had no international experience. The use of foreign educational practices is considered useful by 32% of respondents. The same number of teachers use educational technologies borrowed from abroad and adapted to the specific realities of the university. The majority of respondents would like to continue international cooperation. Social motives (58%), pragmatic motives (52%), and cognitive motives (75%) dominate among the respondents. A total of 11% of respondents believe that internationalization is harmful to Russian teacher education because it has a pro-Western influence on young people. A significant number of teachers (33%) support the rejection of the Bologna system, as it is, in their opinion, alien to Russian pedagogical traditions. Conclusions. The obtained data suggest that various programs of scientific and educational cooperation with universities of friendly countries are currently in demand and will be able to replace European directions of international activities. The results of the study have shown that at present there is a transition from globalist approaches to internationalization of higher education to models focused on national priorities in Yaroslav-the-Wise Novgorod State University, like in other Russian universities.

Overarching economic theory and economics education in times of crisis

Overarching economic theory and economics education in times of crisis

Baltic Architectural Education in Times of Crisis: Faculty of Architecture at the Baltic University in Germany, 1946–1949

Abstract The article is based on the original manuscript materials and documents of the Faculty of Architecture and Engineering of the exile Baltic University (Baltische Universität), which operated in Hamburg and Pinneberg from 1946 to 1949. The Faculty of Architecture of the Baltic University was a unique establishment in exile where Estonian, Latvian and Lithuanian refugees came together to maintain their architectural education. The documents (four boxes and one roll of papers) were discovered at the Manuscript Collection of the Uppsala University Library marked as “Lettiska Fonden” and were unknown to architectural historians up to this date. This common Baltic tangible and intangible architectural heritage is a unique source for discovering and understanding the destiny of Baltic architects in exile in times of geopolitical crisis.

Climate change and education in shades of blue: between darkness and light with agential realism and object-oriented ontology

Climate change education is infused with images of light. Scholars in the field tend to emphasize hope, sustainability, and solution. They foreground knowledgeable humans who construct better worlds and thereby bind themselves to modern understandings of human being and becoming. I draw on agential realism and object-oriented ontology to contest the metaphor of light, the focus on hope, and the modern premises they rely on—particularly in the context of massive sustainability crises such as climate change. The ethical dimension of agential realism and object-oriented ontology—their call for care and solidarity—offers an alternative to hope, one that aligns well with Kropotkin’s concept of mutual aid. Instead of opening a pathway to sustainability, I understand education as a sphere of human being and becoming that should have its foundation on care and solidarity. As an alternative to the metaphor of light, I develop a metaphor for education in times of crisis: an education ‘in shades of blue.’ Blue is an existential color. It relates to dystopian and utopian images, to issues of power and force, and to solidarity and care.

Strengthening the social resilience of people living at the intersection of precariousness and migration during pandemics: action recommendations developed in Munich, Germany.

An EU-funded project in five countries examined vulnerability mechanisms during the COVID-19 pandemic. The research team in Germany concentrated on people living at the intersection of migration and precariousness. The study aimed first to provide an understanding of how migrants living in precarious conditions in Munich had been affected by the pandemic, both from their own and from experts' perspectives. The second aim was to develop action recommendations to reduce structural vulnerabilities and increase resilience with a view towards improved pandemic preparedness. The study followed a two-phase process. The first was a qualitative study based on interviews with 25 migrants and 13 experts. In the second, researchers developed action recommendations based on the vulnerability/ resilience factors that had been generated in the first phase. Three consecutive meetings with stakeholders (expert panel, focus group discussion with two migrant organization, meeting with the Munich Migration Council) were then held to further strengthen the draft recommendations. Content analysis revealed twelve vulnerability and eight resilience factors in three domains (COVID-19 prevention; human rights, living and housing environment; social support). Migrants had limited access to COVID-19 prevention measures; living conditions made outbreaks inevitable; uncertainty about legal status, employment, and housing, as well as stigma and discrimination, exacerbated their precariousness; social support had decreased; and resilience mechanisms had failed. The initial draft of recommendations contained 24 proposed actions. The meetings added recommendations such as enhancing psychosocial support, preventing ghettoization, improving social housing, preventing the interruption of language education in times of crisis, severe penalties for media stigmatisation and proactive truth-telling. The final list included 30 actions. In Munich, the COVID-19 pandemic exacerbated vulnerability mechanisms commonly associated with being a migrant. The recommendations developed here speak to those vulnerabilities but need to be refined further to be more actionable and comprehensive. Nonetheless, the recommendations and the processes that led to them highlight the importance of migrant-inclusive approaches and empowerment in increasing migrants' resilience to future crises.

A Systematic Review of the Practicum Experience in Preservice Teacher Education During the COVID-19 Pandemic

As a result of the COVID-19 pandemic, preservice teachers in all education programmes have been affected by the closure of schools. This has forced a shift from in-school preservice teaching experience to an online preservice teaching approach. The aim of the present paper is to provide an overview of research on teaching practicum experience during the COVID-19 pandemic through a systematic review. Out of 51 initially identified publications between March 2020 and December 2020, 26 articles were included for the final synthesis in terms of teaching strategies, methods used for assessing preservice teachers, digital technology tools and challenges that faculties and preservice teachers faced. The results indicate that the most commonly used teaching strategies used in the practicum were demonstration in synchronous sessions, observation/helping associate teachers, micro-teaching, and e-coaching/mentoring. Additionally, the results demonstrated that the main use of digital technology tools was for communication, instruction, collaboration and e-coaching. Additionally, the results present four methods of assessment that education programmes followed: (1) grading preservice teachers’ performance in the first weeks of the spring semester; (2) evaluating students’ recorded lessons; (3) evaluating prepared virtual classroom presentation; and (4) grading online portfolios. Moreover, the results indicate that faculties and preservice teachers have faced numerous challenges such as a lack of real teaching experience, limited experience in the use of information and communications technology (ICT), and a lack of technological infrastructure, access and support. The conclusions reflect on the importance of including technology integration and teaching and learning in the online environment in courses offered by teacher education programmes, equity issues for students, and the need to strengthen preservice teachers’ beliefs in their capacity to deal with the transition to distance modes of education in times of crisis.

Reorienting toward complexity in teacher education

ABSTRACT We are teacher educators committed to reorienting toward complexity in teacher education, given the multiplex terrain of the education landscape that awaits teacher candidates (TCs) upon receiving their Bachelor of Education degree. Within our context, we are preparing teachers to work with a recently revised curriculum and many regional, national, and global challenges and mandates, especially the Calls to Action of the Truth and Reconciliation Report of Canada (2015). By encouraging the agency of the TCs – the scholar-practitioners – with whom we work, we aspire to a reflective and deliberative approach of engaging with issues, needs, and problems as caring humans. This paper traces our journey of collaborative inquiry as we revisit, reframe and repurpose influential scholarship. This involves pedagogical conceptions of experience and reflective thinking, informing the mindful complexity of being and becoming in place, while foregrounding local Indigenous Ways of Knowing and experiential learning as illustrations of a scholar-practitioner stance. Through inquiry in community, recognising the importance of drawing upon individual Teacher Candidate identity, we articulate how we learn as teacher educators to address the complex, contemporary issues of: equity, diversity, inclusion; decolonisation; education in times of crisis; and the challenges of ecological well-being.

FACTORS CONTRIBUTING TO VIETNAMESE UNIVERSITY LECTURERS’ BURNOUT IN ONLINE EMERGENCY CLASSROOMS AMIDST THE COVID-19 PANDEMIC

This large-scale study aimed to investigate the impacts of underlying factors on lecturers’ burnout in emergency online classrooms during the outbreak of the Covid-19 pandemic. The study attracted the participation of 399 lecturers who are conducting online emergency classrooms from 30 universities and colleges across Vietnam. Data analyses with EFA, CFA, and SEM indicated that such factors as support resources, anxiety towards emergency online teaching and Coronavirus, lecturer’s technological and pedagogical content, and knowledge significantly impacted their burnout levels. In contrast, no significant difference in burnout states was found between lecturers with different demographic features, including different genders and their residence. The results from this study also suggested critical pedagogical implications for higher education leaders and administrators to prepare emergency online classes for sustained education in times of crisis.

Resilience in Higher Education in Times of Crisis

Resilience refers to the capacity to bounce back and reorganize during times of exposure to crisis. We explored how higher-education institutions might enhance their employees’ capacity to confront hardships, through a Mixed-Methods qualitative-quantitative study design, that examined the experiences of faculty￾members during the first wave of the COVID-19 pandemic. The findings revealed vulnerabilities, challenges and opportunities. Four themes emerged: basic needs, trust and confidence, community atmosphere and respect and appreciation. The colleges’ support was based on trial and error and responsible leadership was perceived as missing. However, the community offered a sense of strength and a cornerstone of resilience.

Editorial: Education in Times of Crisis: Methodologies and Solutions

Special Issue publishes research articles, essays, research reports, teaching notes, and book reviews on a wide range of topics of interest to the language, literature and Education. Specifically, we encourage submission of manuscripts that, in a concrete way, apply language and linguistics or critically reflect on the application of educational technology. The aim of the Special Issue is to publish articles that contribute significantly to the body of knowledge. It publishes both theoretical and empirical articles and case studies relating to linguistics, literature, education, English, arts and humanities and related disciplines. Published articles use scientific research methods, including statistical analysis, case studies, field research and historical analysis. We call for multidisciplinary and multi-country contributions in social sciences and humanities that address the severe and global COVID-19 crisis, its impacts and its opportunities for the future. We are in the unprecedented territory, and we aim at encouraging scholars in the field to reflect and debate the role of social sciences practices in leading governmental and non-governmental organizations’ policies; in sustaining public services, businesses and not-for-profit organizations’; as well as the state of the human condition. We call for scholarly debates on how this pandemic is affected and may affect the practice of education in times of crisis and the need for accountability at a global level. The Special Issue may target scientists, researchers, professors, students and policy makers from English literature, English linguistics, teaching and learning English as a Second Language (ESL), as an Additional Language (EAL) or as a Foreign Language (TEFL) Education and methods of teaching, Literature, Languages and Information related domains.

Preschool teacher-parent communication during COVID-19 pandemic lockdown: Relation to the parental engagement at home

During the COVID-19 pandemic lockdown, the education system moved to an online format. Parents of pre-schoolers therefore became the primary educators responsible for the sustainability of their children?s education. Communication with teachers was the only available support resource. The present study aimed to investigate the relationship between preschool teacher-parent communication (frequency, content of exchange, and satisfaction with the teacher?s support) and parental engagement in home-learning activities. An online questionnaire was sent to 1646 parents of children attending preschools. Multiple regression analysis indicated that the communication frequency between parents and preschool teachers was a significant predictor of parent engagement in home-learning activities, but the effects were small. Unexpectedly, parents more engaged in face-to-face home-learning activities were less satisfied with the teacher support. The study suggests that one-way digital communication with a clear role division between experts and parents has a limited effect on the parents? engagement and sustainability of preschool education in times of crisis.

Online Teaching – Education in Times of Crisis or Education of the Future?

The paper analyzes different aspects of online teaching as the prevalent method of education at the Belgrade University Faculty of Law during the COVID-19 pandemic. The starting assumption is that the combination of online and traditional teaching better meets the modern requirements of the labor market and better trains law students for different career paths and modern professions. Since digital technology has become an indispensable part of all spheres of law, we advocate the idea that an adapted form of online teaching develops young lawyers’ digital literacy. The paper draws on the results of a qualitative study, i.e., four focus group discussions with teachers at the Faculty of Law who conducted classes during the pandemic. Despite different personal affinities and experiences regarding online classes, the general opinion was that online teaching should become part of the teaching practice, with noticeable disparity regarding its intensity and implementation.

Making Sense of the Emergency Remote Education. Faculty and Students' Takeaway Lessons from the Pandemic Classroom

The purpose of this paper is to analyse faculty and students’ takeaway lessons from the pandemic classroom, comparing the educational partners’ views on the transition from in-campus to online learning. Data collection was conducted through focus groups to understand the key issues at the level of an educational program, the collected responses being used to highlight the overall perception on the online classes during the pandemic, the most frequently uses online tools, the adaptive strategies to maintain engagement and foster learning and the assessment requirements for completing the 2020-2021 academic year. The results show that while most respondents define the experience as tiresome and complicated, faculty and students alike found enough resources to overcome the challenges and that despite the lack of preparedness for education in times of crisis, the educational process can go on when sufficient effort and commitment are put together. The value of the research is that it brings together faculty and student voices, interpreting a shared experience of the emergency remote education, the findings being useful for preparing educational strategies ensuring the resilience of higher education programs in times of unexpected disruptions.

Keeping pace with innovations in data visualizations: A commentary for mathematics education in times of crisis.

The mathematical medium of data visualization and other data representations (DV) has served as a primary means of communicating about the COVID-19 crisis. DVs about the pandemic are highly visible across news journalism and include an increasingly innovative and diverse set of representational forms. These representational forms employ multimodal, interactive, and narrative elements, among others, that create new possibilities for data storytelling. Building on current efforts to expand the teaching and learning of data practices in K-12 mathematics education, we argue that innovative DVs create new opportunities for teaching and learning mathematics, particularly during times of crisis. We illustrate our argument using three examples of innovative DVs from news journalism. We discuss how these DVs could serve as complementary resources alongside conventional graphs to support students as they use mathematics and mathematical representations to make sense of crises such as the COVID-19 pandemic. Our commentary seeks to bring current trends in data representation to bear in mathematics education. Leveraging such trends offers artifacts useful for teaching and opens up space for elevating emotion and experience as important aspects of mathematics curricula.

Online Learning as an Alternative Learning Modality in Ecuador’s Education Institutions Amidst Crises and Outbreaks: A SWOT Analysis

The primary objective of this paper is to analyse the weaknesses, threats, strengths, and opportunities (SWOT matrix analysis) of online teaching and learning in educational institutions (primary, secondary, and higher education) in Ecuador during the COVID-19 pandemic. A qualitative study of the descriptive documentary type was conducted, where the information obtained from virtual education in times of crisis and outbreaks was collected and analysed. It was found that educational centers at different levels of schooling still continued to use traditional teaching methods and processes subject to old procedures as a basis for their incursion into virtuality, although other establishments began to handle combined modalities such as blended and hybrid online (e-learning) modes of learning. In conclusion, the deadly coronavirus disease (SARS-COV-2) abruptly halted much human activity worldwide. This forced hesitant educational systems that still used traditional face-to-face teaching methods in classrooms to move and change to online learning in many regions, regardless of the socioeconomic level and demographics of the students. Aside from determining how to deal with the problems and challenges of virtual education during epidemics and natural disasters, it is clear that the number of technology-driven educational start-ups has increased significantly.

Higher Education Policy Model During The Pandemic: Lesson Learned From University Students

Abstract: Purpose: The primary purpose of this study is to identify models that contribute to the effectiveness of policies and institutions in managing online learning in Colleges during the mass pandemic. Methodology: This research will be conducted using a mixed method. The survey was carried out using a questionnaire to groups of college students. The data analysis includes statistical analysis to determine the frequency and description of the survey data obtained. Results: Several aspects must be intervened from this condition. This is related to managing incentives and financial assistance to student groups. There is a need for planning and adjustments regarding financial aid management. Then, the aspect of stakeholder involvement will be related to the role of educational institutions as regional, central and non-government actors. The aspect of policy adjustment will intersect with legislative institutions or policies at the regional and central levels. Limitations: This research is limited to regional scope studies, so it requires comparison with other regions with more adequate educational resources. Contribution: In the future, the model can be developed to strengthen the need for a mixed education model by combining technology and a human touch so that the online education model can feel more humanist. Novelty: The resulting model combines policy and institutional aspects as an intervention package for higher education in times of crisis, such as a pandemic. Keywords: 1. Higher Education 2. Online Learning 3. University Students 4. Policy Model