Pandemic-inspired policies

Kesavan, Nandhini; Seenuvasaragavan, Senthilkumar; Burnette, Katie; Heim, Ashley B.; Patel, Rishi Jai; Johnston, Juliet; Cao, Xiangkun Elvis; Sakandar, Hafiz Arbab; Zhuang, Yan; Oi, Kathryn K; Zhi, Yuan; Diao, Yiwei; Strielkowski, Wadim

doi:10.1126/science.add2046

Cited by 20 publications

(2 citation statements)

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“…COVID-19 highlighted that the higher educational institutions (HEIs) were crucial as the providers of education, as well as being spaces for responding to socio-emotional needs and for supporting the well-being of vulnerable students [ 6 , 7 ]. Due to the lockdowns and the necessity to conduct distance learning, many institutions started using educational technology driven by artificial intelligence (AI) that predicts the navigational behavior of learners, allows for the real-time identification of pedagogically valuable behaviors, and acts as an online personalized tutor that can assess students’ strengths and weaknesses and deliver individual instructions [ 8 , 9 ].…”

Section: Introductionmentioning

confidence: 99%

Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic

Коrneeva

Strielkowski

Krayneva

et al. 2022

IJERPH

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Our paper focuses on the issues of social health and psychological safety of university students involved in digital sustainable education during the COVID-19 pandemic. Currently, modern education is becoming inclusive due to the advancements in information and communication technologies (ICT), and it is important not only to stress the relevance of sustainable development and the use of digital technologies, but also their impact on students at schools and universities worldwide. Digital literacy is a newly emerging feature that results from the attitude of team members in the field of digital technologies. This paper explores the impacts of the COVID-19 pandemic on students’ learning and well-being and outlines the potential considerations for educational systems as they support students through the recovery period and beyond. Our study is based on the results of our own survey that was administered using a snowball and convenient sample of 1524 respondents (aged 19–26 years; 56.2% females and 43.8% males) from the Czech Republic (N = 804) and Russia (N = 720). We employed the ANOVA and Dirichlet Process mixtures of Generalized Linear Models (DP-GLM) in order to explain the causes of stress and anxiety after grouping variables represented by gender and the study specializations. Our results demonstrate that more than 87% of the students in the sample expressed a medium to high vulnerability to stress, while 58% of the respondents were affected by severe anxiety during their online education engagement. The most important factors that emerged as significant were the fear of getting infected and social distancing, while the best strategy to cope with the stress was self-control. These results allow us to provide practical recommendations for effectively coping with and controlling stress and anxiety among students in the post-pandemic era. In addition, our findings might contribute considerably to the study of the overall long-term effect of the COVID-19 pandemic on the university students, in general, and the use of digital technologies in higher education, as well as on the public health.

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Section: Introductionmentioning

confidence: 99%

Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic

Коrneeva

Strielkowski

Krayneva

et al. 2022

IJERPH

Self Cite

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“…Nevertheless, it would also be fair to mention there are some opposing views showing that sustainable education following the Sustainable Development Goals (SDGs) merely implies mass education, which, as the experience of some countries demonstrates, might lead to the deterioration in the quality of national education [4]. Notwithstanding, the relevance of the sustainable education has been additionally emphasized by the COVID-19 pandemic, which triggered a digital revolution in education [5].…”

Section: Introductionmentioning

confidence: 99%

Sustainable Education at Higher Education Institutions (HEIs) and the COVID-19 Pandemic: A Bibliometric Review Study Field Review

Strielkowski,

Korneeva,

Neshcheret

et al. 2024

IntegrEdu

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Introduction. Recent environmental concerns over global warming and climate change together with the calls for sustainable development highlighted the importance of sustainable education aimed at preparing the new generations to come for the universal challenges facing humanity. All of that has been reinforced by the recent COVID-19 pandemic that brought about the digital surge in education. The interest in the topic of sustainable education can be demonstrated by the surge of research publications on this topic indexed in the Web of Science database from merely 22 in 1991 to 4055 in 2022. The main goal of this study is to provide a comprehensive review of scholarly sources related to sustainable education in higher education institutions and the COVID-19 pandemic. Materials and Methods. The authors analyzed the vast body of recent research literature on sustainable education and conducted a field review. In total, 1115 results for the keywords “sustainable education” and “COVID-19” have been retrieved from the WoS database and subjected to the network analysis using VOSViewer software for identifying dominant trends, interconnectedness, and network visualization in the intersectoral research. Results. It was found that there has been s a significant increase in interest for sustainable education during the pandemic in the research literature, highlighting the shift in educational focus. Five main thematic clusters of research have been identified, such as university student teaching, health policy services, economic impacts, Sustainable Development Goals, or higher education, with a strong emphasis on the student experience and institutional responses. Additionally, the interdisciplinary nature of research in this area has been proved, covering health, technology, economics, and social policies. It has been confirmed that these recent changes in sustainable education in higher education emphasize the need for multifaceted approaches to address the challenges posed by the pandemic on education sustainability. Discussion and Conclusion. The challenges posed by the COVID-10 pandemic have made it increasingly clear that the higher education sector must go digital to succeed in a post-COVID world. Universities around the world must be prepared for future changes in industry, or they risk being left behind in an ever-changing landscape. The findings stemming from this study can be useful to ministries of education, various authorities and stakeholders, as well as to universities and higher education institutions themselves, both public and private, in the need to implement new approaches at all levels new bottom-up and on-the-ground approaches.

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AI‐driven adaptive learning for sustainable educational transformation

Strielkowski,

Grebennikova,

Lisovskiy

et al. 2024

Sustainable Development

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This paper scrutinizes how adaptive learning technologies and artificial intelligence (AI) are transforming today's education by making it personalized, accessible, and efficient as well as leading people to accepting, addressing, and mitigating sustainable development. Recently, education witnessed a remarkable technological surge driven by various advances in technology, which can be demonstrated by the increase of the number of scientific publications on this topic from just 1 in 1990 to 636 in 2023. Ongoing digitalization and technological revolution in education together with the novel approach to respect each student's unique learning style and abilities paved the way for adaptive learning technologies represented by the innovative tools that personalize educational experiences to cater to individual learners. All of that contributes to preparing more educated and informed citizens, drives innovation, and supports economic growth necessary for achieving a sustainable future. Our bibliographic study employs VOSviewer to conduct a bibliometric analysis of a total number of 3518 selected publications using the keywords “adaptive learning” and “AI” (represented by articles, proceeding papers, and book chapters) indexed in the Web of Science (WoS) database from 1990 to 2024. Our results demonstrate that recent technological changes played a key role in transforming adaptive learning, which was rather reinforced by the “digital surge” in education brought about by the COVID‐19 pandemic. Our findings can be useful for further development in the field of adaptive education where they can be employed by the relevant stakeholders and policymakers as well as by the scholars and researchers.

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Pandemic-inspired policies

Cited by 20 publications

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Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic

Social Health and Psychological Safety of Students Involved in Online Education during the COVID-19 Pandemic

Sustainable Education at Higher Education Institutions (HEIs) and the COVID-19 Pandemic: A Bibliometric Review Study Field Review

AI‐driven adaptive learning for sustainable educational transformation

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