Academic level – Graduate
Type of paper – Research paper
Topic Title – Impact of Global Health on Education: Lessons from the COVID-19 Pandemic
Guiding Question: How does global health impact education, and what educational lessons have been learned from the COVID-19 pandemic?
Then read, research, and report on significant lessons education has learned—or has yet to learn—from the most recent global health event—the COVID 19 Pandemic.
Research Paper Sample
Due to the SARS-CoV-2 epidemic, schools and institutions have closed their facilities and switched to online learning. The COVID-19 epidemic has profoundly impacted governments, educators, parents, and students. Technology implementation continued education during the epidemic but has also brought to light several difficulties. Programs for teaching about global well-being should continue to raise the education standard, improve access, build communities, support the best global wellness practices, and ensure sustainability. COVID-19 has widely affected global health and educational technology that might guide future approaches to crisis management and the implementation of technology in education.
Impact of Global Health on Educational Technology
The SARS-CoV-2 pandemic was a catalyst for integrating innovation into online learning. According to UNESCO, COVID-19 school closures affected 87% of the world’s student population (Tadesse & Muluye, 2020). Universities rapidly developed online courses with updated material and new instructional strategies, revealing educational technology’s opportunities and limitations. While online learning quickly replaced in-person lectures, these closures impacted students’ ability to take classes and perform well on exams and their safety. As the epidemic exposed the vulnerabilities in traditional education systems, global health became the new foundation for scholastic technology. Moreover, it influenced the increase in digital studying tools and platforms. Some professors and instructors claimed that chat rooms, video conferencing, voting processes, and document-sharing platforms improved their connection with pupils. The transformation enabled easier global access to education and fostered collaboration among educators and researchers. For example, instructional institutions worldwide partnered to develop and share open educational resources (OERs), facilitating learning in diverse settings.
The epidemic promoted the creation of cutting-edge scholastic applications and software for a better studying experience. For example, AR and VR apps provide immersive learning experiences to bridge the gap between academic knowledge and practical schooling. These technologies created new opportunities for interactive instruction since students could engage in online discussions about challenging topics. Distance learning was difficult for instructors, learners, and families in developing countries due to a lack of internet access. For example, over 80% of the population in Ethiopia lives in rural regions with limited or no access to electricity, which makes it difficult to learn through radio and television classes (Tadesse & Muluye, 2020). Certain students in some urban areas may not use remote learning, if provided, effectively due to a lack of monitoring measures. Governments, educational institutions, and industry stakeholders must collaborate to make innovation resources inexpensive and available to all students.
Lessons Learned from the COVID-19 Pandemic
The COVID-19 widespread exposed several critical insights for the teaching sector. Firstly, it underscored the importance of flexibility and adaptability in scholastic systems. Countries must alter their learning environments to keep up with the rapid pace of digitalization. Immediate adaptation to changing conditions maintains studying and reduces disruptions to learners’ academic experiences. Policy initiatives must focus on support for children from low socioeconomic situations to correct schooling deficits and to regain the schooling lost during the epidemic (Betthäuser et al., 2023). Secondly, the pandemic emphasized the significance of personalized education since fosters teamwork, communication, and independence. Customized tuition methodologies in classrooms and schools allow students access to instruction from anywhere in the world. Educators can organize pupils for each specific skill instead of working with big groups of kids or crowded classrooms.
Collaboration and communication were also vital components of successful remote studying. Teachers and parents must contact each other to optimize student development and resolve possible concerns. Some parents and teachers had better connection channels during frequent emails, phone conversations, and safe in-person meetings. The COVID-19 epidemic has also hurt students’ mental health, leading to stress, anxiety, and depression. The pandemic’s effects on children’s out-of-school learning settings and emotional and physical well-being aggravate the impact of low face-to-face tuition (Betthäuser et al., 2023). The epidemic developed psychological problems in students of all ages, ranging from health concerns to despair due to isolation and uncertainty. Psychological experts should continue investigating student mental health issues to discover solutions. Educational facilities should implement services that include online stress management and self-care tools, peer support groups, and virtual therapy sessions.
The widespread COVID-19 influenced global well-being and educational technology, which helped shape approaches to crisis management. Global institutions adapted quickly and moved toward innovation, including virtual learning environments, cutting-edge software, and immersive experiences. Teachers must now modify their instructional strategies to fit the online learning environment while guaranteeing that students obtain top-notch education and training. The pandemic underscored the significance of personalized studying, fostering adaptability, and promoting solid teacher-student-parent collaboration. Education institutions can better prepare students and faculty for the difficulties caused by health crises by using lessons learned from the COVID-19 pandemic.
Betthäuser, B. A., Bach-Mortensen, A. M., & Engzell, P. (2023). A systematic review and meta-analysis of the evidence on learning during the COVID-19 pandemic. Nature Human Behaviour, 7(3), 375–385. https://doi.org/10.1038/s41562-022-01506-4
Tadesse, S., & Muluye, W. (2020). The impact of COVID-19 pandemic on education system in developing countries: A review. Open Journal of Social Sciences, 8(10), 159–170. https://doi.org/10.4236/jss.2020.810011