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Sri Lanka’s education system was suddenly shifted from classroom-based free education to online-based distance learning as an emergency teaching and learning method (ETLM) in response to the COVID-19 pandemic lockdown. This study examines how various stakeholders used online-based distant learning as an ETLM, and highlights the lessons learned from such a transition in Sri Lanka through a case study of the Kandy education zone (KEZ), in response to the country’s COVID-19 pandemic lockdown. We obtained the data through a questionnaire survey from 19 schools in KEZ, selecting the teachers, students, and parents as a survey sample. The findings revealed that nearly 64.7% of teachers used social media for the teaching–learning process (TLP), 27.9% used standard online teaching platforms, and only 7.4% used traditional teaching methods during the pandemic lockdown. Additionally, 36.5% of teachers and 41.2% of students favored the WhatsApp mobile application for the TLP, while others preferred other applications. However, during the COVID-19 lockdown, most of the less privileged schools in the peripheral areas of the KEZ adopted traditional teaching methods (TTM). The extent of the gap in ETLM adaptation and the driving factors that led to observable discrepancies between privileged and non-privileged schools, even in the urban settings of the KEZ, are also discussed in this study. These findings are significant in terms of educational policy making and management. Overall, this research contributes to understanding the ETLM adaptation of the KEZ by proposing policy directions that policymakers and other higher education authorities in the country should consider in an emergency.

The study of ecosystem services (ES) is becoming increasingly popular, as it plays an important role in human wellbeing, economic growth, and livelihoods. The primary goal of this research is to investigate the global trend in ES research using a rigorous systematic review of highly cited articles. The articles for this study were extracted from Science Citation Index Expanded (SCI-E), Emerging Sources Citation Index (ESCI), and Social Sciences Citation Index (SSCI) databases of Web of Science Core Collection (WoSCC) covering the period from 2000 to 2020. This study was limited to SCI-E, ESCI, and SSCI databases of the Web of Science. The term “ecosystem service/s” has been used as a research term to filter the study sample and eliminate other databases from the analysis. A citation level equal to or greater than 200 was used to further filtration of articles. This query could restrict to 128 articles that are highly cited in the selected period. Bibliometric analysis results show that, according to the author’s keywords, the “ecosystem service/s” keyword is highly connected to the “biodiversity”, “valuation”, “marine spatial planning”, and “conservation planning”. The U.S.A., Canada, China, France, and Australia are the leading countries in the cumulative number of highly cited articles and networks of co-authors. The U.S.A. is a strong contributor to ES research with China, Canada, and France. The most productive universities linked to the United States were the University of Minnesota, the University of California-Santa Barbara (UC Santa Barbara), and the Chinese Academy of Science. The most significant and compelling author is Halpern S Benjamin, who represents UC Santa Barbara. He has earned international recognition for a model he developed to analyze global data sets of anthropogenic drivers of ecological change in marine environments. The most accessed and studied fields in the ES are terrestrial, urban, and marine environments.