How Has Higher Education Transformed After the COVID Disruption?


The COVID-19 pandemic has temporarily forced schools and colleges to close their educational facilities. According to UNESCO, 185 countries’ higher education institutions (HEIs) closed entirely in April 2020, affecting more than one billion students globally.

There are previously unheard-of challenges like how to mitigate learning losses, how to implement remote learning, how to reopen schools safely, and how to ensure that underrepresented, vulnerable, and disadvantaged learners are not left behind.

The COVID-19 epidemic has already had a profound effect on higher education globally in almost every meaningful way and has opened many career options for students.

Impact of COVID on the Educational system

One of the sectors experiencing a quick digital transformation in higher education globally due to COVID effects have disrupted the reality of the new normal. Academics and students were operated in “unfamiliar terrain” due to the abrupt.

How Has Higher Education Transformed After the COVID Disruption

There is forced closure of face-to-face teaching due to the necessity of fast involvement in online learning settings. The university system must be able to provide high-quality education in an environment of digital transformation, disruptive technology innovation, and accelerated change in the educational framework.

The rise of disruptive innovation is a moment of uncertainty and risk. However, it is also a time of possibility since it will infuse the educational system with talent and invention.

  • Teachers, Students, and Parents

The COVID-19 epidemic is detrimental to educators, parents, students, and learning environments. The COVID-19 conundrum worsens social divides in the classroom. Children of parents with more money are often sent to schools with better digital infrastructure and teachers who may be more adept at using digital technology.

Digital teaching tools and materials may be readily available in some schools. Institutions where students from disadvantaged backgrounds study have insufficient ICT infrastructure and teaching resources.

Rural schools in underdeveloped areas lack the digital infrastructure to deliver education remotely. There are considerable differences between private and public schools regarding technology and instructional resources. Private schools typically perform better than public ones. Not all students have equal access to digital materials and technology for learning.

Basic infrastructure is necessary for successful distance learning, including access to computers and the internet. It is feasible to continue the educational system through distance learning.

However, it is not easy to do so in developing countries where many parents did not finish their education and where there aren’t enough computers, radios, or televisions necessary for distance learning. Online schooling resources should also be familiar to faculty and staff.

Teachers struggle with infrastructure concerns and issues relating to technology. The salary of staff members may only be paid in whole by some private schools, while they may not be paid at all by other organizations. Because many students’ homes lack the appropriate technologies.

COVID-19 affects underprivileged households. Students now spend less time studying and are less motivated to learn due to the actual closure of the school and the adoption of online learning.

  • Assessment and Evaluation

Teachers, students, and families can all benefit from distance learning. Actions such as introducing online learning platforms, using Blackboard, Zoom, TronClass, Classes, and WeChat group platforms, conducting online training, and gathering data on all courses were developed.

Online education is not a novel delivery method for wealthy nations and some developing nations.

However, due to a lack of funding, expertise, ICT infrastructure, internet connection, and educational resources, moving from face-to-face teaching to online learning is difficult for educators, students, families, and the nation’s government.

The switch from in-person instruction to online instruction significantly impacts assessments and evaluations.

Applying assessments and evaluations online is complex, depending on the course’s nature and the assessment style. Teachers must modify their assessment methods to accommodate the online format. Additionally, keeping track of students’ online course behavior and ensuring they are not plagiarizing on online tests is challenging.

Furthermore, it is not practicable to administer tests in a lab, in a natural world setting, or online. Additionally, pupils without an internet connection will struggle to complete tests and evaluations.

  • Mental and Physical Health

According to a survey by (Woday et al., 2020), students experience high levels of stress, anxiety, and depression when schools are closed.

As a result of the coronavirus-induced lockdown, many people are suffering worry, dread, and anxiety, including a fear of passing away and a fear of losing loved ones. This stress may harm the students’ physical, mental, and emotional well-being. Also, closing of schools has also affected children’s health.

The closing of schools and higher education, particularly in developing countries, significantly negatively impacts children, students, parents, and teachers worldwide.

Due to the outbreak, undergraduate students in higher education who are currently enrolled may not graduate this year, which could significantly affect their future.

Likely, students may not connect well with online learning platforms and applications because some are more active than others, and some may take more time to become acquainted with the system.

Education in developed and developing countries during COVID-19

The education community has faced challenges because of the COVID-19 pandemic. Online learning is, therefore, a more practical and suitable option, notwithstanding the challenges it poses for children and parents from low-income families.

According to UNESCO sources, the COVID-19 pandemic has reportedly stopped at least nine out of ten students from attending in-person classes around the world. The closing of all schools in 195 countries around the world impacts more than 1.5 billion children in pre-primary through higher education. In the entire world, 43% of pupils (706 million) and 50% of students (826 million) do not have access to a computer at home.

Education System Post-COVID-19

Researchers, curriculum designers, education officers, and educational institutions work together to alter the educational system during the closures. Top University should reform curricula, build post-COVID-19 learning tools and methodologies, and overhaul the educational system.

During closures, educational institutions should focus on enhancing the educational system through curriculum development, teamwork, skill development, and other areas.

In order to make up for lost learning after COVID-19, ensure that students return to school when the schools reopen, and scale distance learning accessible, the school developed methodologies and procedures.

Every nation’s progress is supported by its system of education. Most schools, colleges, and universities around the globe are closed to prevent the COVID-19 virus from spreading. Problems arise for instructors, families, and students due to the closing of the school.

Therefore, distance learning is a way to keep the educational system going. The COVID-19 epidemic has forced all educational institutions worldwide to adopt online teaching and learning.

Finally, the face-to-face education system in underdeveloped nations has been impacted by the COVID-19 pandemic. Therefore, online teaching and learning infrastructures should be expanded in underdeveloped nations.


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