BackgroundThe final third of the year 2019 was marked by the outbreak of the deadly coronavirus (COVID-19) pandemic. This virus paralyzed almost all economic sectors, including governments, forcing educational institutions to close. School closures resulted in significant learning losses and increased inequality in the education sector across the world. Despite these disruptions, however, available evidence reveals that some countries quickly developed adaptive mechanisms of emergency remote learning systems and other alternative methods to recover from learning losses, such as televisions, telephones, Zoom, social media, Google Classrooms, email, and even the post office. These learning recovery programs are instrumental in preparing world economies for future shocks. Various studies are being conducted to assess the impact of this pandemic from different sectors and perspectives. However, systematic literature reviews documenting the adaptive behaviors in educational institutions before and after COVID-19 are either sparse or nonexistent. Additionally, systematic reviews provide a synthesis of the available evidence, indicate directions for further research, and inform decision-making. This systematic literature review focuses on documenting the adaptation strategies and subsequent positive outcomes emerging from the COVID-19 pandemic.PurposeThe purpose of this study was to review published articles on adaptive behavior in educational institutions, and, in particular, review the outcomes of adaptive behavior and coping strategies/mechanisms over time.MethodologyThe study used a systematic literature review approach as a core methodology for defining answerable research questions, searching the literature for the best available evidence, appraising the quality of the evidence, and collecting and aggregating available data for answering the identified questions. The material was collected using the Science Direct and Emerald databases, which are highly regarded as comprehensive and authoritative. Other documents, especially the reports, were collected from the Google Scholar search engine. Search strings used include “COVID-19 adaptive behavior in educational institutions”, “COVID-19 coping strategies in educational institutions”, “COVID-19 adaptation mechanisms in the education sector”, “adaptive work behavior and COVID-19”, “COVID-19 positive outcomes”, “adaptive work behavior in educational institutions”, and “adaptation strategies in educational institutions”.Findings and conclusionAlthough the outbreak of the COVID-19 pandemic wreaked havoc on many aspects of life, the education sector was hit more than most other enterprises, and most, if not all, educational institutions were closed as all students were sent home. Educational institutions transitioned to remote teaching and learning strategies. Several studies report a number of positive outcomes ranging from personal (individuals) and institutional (organizations) to technology-based. Among the key technology-based positive outcomes frequently reported in the literature are increased innovations and increased digital resilience in educational institutions, among others.

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IntroductionThe role of gender and gender role differentiation has been of long standing interest and has remained a concern regarding the access and use of energy fuels for cooking in households. Although there seems to be a thin line between gender. However, studies on gender role differentiation in household fuel transition have framed gender as the biological construction of male and female rather than social roles.MethodsThis study used A multinomial probit regression model (MNP) to analyze the effect of gender role differentiation on household transition decisions from high to low-polluting fuels and their implications on education and training in Uganda. The study used the National Household Survey data collected by Uganda Bureau of Statistics.Findings and discussionThe findings revealed that the gender role differentiation significantly affected household fuel transition decisions. The study concludes by highlighting the implications of such gender role differentiation on education and training in Uganda.

PurposeThis study explores the economic and sociodemographic factors that influence households' decisions on the type of fuel used for cooking in urban areas in Uganda.Design/methodology/approachIn total, two cross-section data surveyed by the Uganda Bureau of Statistics (UBOS) in 2012/13 and 2016/17 were used to analyze consumption of energy for cooking purposes in urban areas of Uganda. This paper employed a multinomial probit regression model and the corresponding marginal effects to analyze cooking fuel choices, which are biomass, electricity and gas and kerosene combined.FindingsThe results showed that household expenditure was statistically significant for the choice of cooking fuel chosen. Furthermore, kitchen type, dwelling type and apartment tenure type are found to be significantly influence the choice of household cooking fuel decisions.Originality/valueThis study takes into consideration the combined influence of the kitchen type, dwelling and tenure type as explanatory variables for the choice of cooking fuel for households in urban areas in Uganda. These factors have not been considered in previous studies done in Uganda, especially within the context of urban households when making choices for cooking fuel.