Impact of Covid -19 Pandemic on Education System
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510-518
Published:
Mar 26, 2025
Digital Object Identifier:
10.58578/ajstea.v3i2.5255
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Authors:
Muhammad Akram1, Urooj Rehman2, Misbah Ahmed3 
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Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
The symptoms of COVID-19 pandemic are similar to those of Severe Acute Respiratory Syndromewhich is a group of viral diseases linked to respiratory infections. The first SARS case was reported in remote and ancient areas of China in 2003, and it quickly spread throughout the world. In order to combat the global epidemic, the World Health Organization has worked with numerous health experts worldwide. In a time record, students are separated from their physical spaces, providing essential social connections, to spend extended hours seated behind a screen. Most countries have seen a slower rate of adoption of online learning platforms, which have been driven mostly by educational institutions that already had operational digital learning platforms.
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How to Cite
Akram, M., Rehman, U., & Ahmed, M. (2025). Impact of Covid -19 Pandemic on Education System. Asian Journal of Science, Technology, Engineering, and Art, 3(2), 510-518. https://doi.org/10.58578/ajstea.v3i2.5255
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
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Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher education studies, 10(3), 16-25.
Barajas, M., & Owen, M. (2000). Implementing virtual learning environments: Looking for holistic approach. Journal of Educational Technology & Society, 3(3), 39-53.
Benner, M., Grant, J., &O’Kane, M. (2022). The university mission before, during and after COVID. In Crisis Response in Higher Education: How the Pandemic Challenged University Operations and Organisation (pp. 3-22). Cham: Springer International Publishing.
Breslin, T. (2023). Schooling during lockdown: Experiences, legacies, and implications. In Pandemic Pedagogies (pp. 73-95).Routledge.
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., ...&Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian journal of distance education, 15(1), 1-126.
Burns, M. (2023). Distance Education for Teacher Training: Modes, Models, and Methods. Education Development Center, Inc.
David, A. (2023). There’s No Place Like Home: Post-Secondary Student Stories of Disaster-Induced Home Loss (Doctoral dissertation, University of Calgary (Canada)).
Darling-Hammond, L., & Lieberman, A. (2013). Teacher education around the world.Routledge.
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Mbhiza, H. W. (2021). Shifting Paradigms: Rethinking Education during and Post-COVID-19 Pandemic. Research in Social Sciences and Technology, 6(2), 279-289.
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Olsen, J. P. (2007). The institutional dynamics of the European university.In University dynamics and European integration (pp. 25-54). Dordrecht: Springer Netherlands.
Parker, S. W., Hansen, M. A., &Bernadowski, C. (2021). COVID-19 campus closures in the United States: American student perceptions of forced transition to remote learning. Social sciences, 10(2), 62.
Pucciarelli, F., & Kaplan, A. (2016). Competition and strategy in higher education: Managing complexity and uncertainty. Business horizons, 59(3), 311-320.
Rogers, A. (2020). Human behavior in the social environment: Perspectives on development, the life course, and macro contexts. Routledge.
Rzepka, A. (2025). Evolution of Management in a Post-Pandemic World: The Chameleon Paradigm. Taylor & Francis.
Singh, J., Steele, K., & Singh, L. (2021).Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171.
SYLVIA, N. (2019). RECORDS PROCESSING AND ORGANISING AT MAKERERE COLLEGE SCHOOL (Doctoral dissertation, MAKERERE UNIVERSITY).
Thomas, P. (2017). Severe poverty as a human rights violation. In Challenges in International Human Rights Law (pp. 721-764). Routledge.
Watermeyer, R., Shankar, K., Crick, T., Knight, C., McGaughey, F., Hardman, J., ...& Phelan, D. (2021). ‘Pandemia’: A reckoning of UK universities’ corporate response to COVID-19 and its academic fallout. British Journal of Sociology of Education, 42(5-6), 651-666.
Xu, D., &Xu, Y. (2020). The ambivalence about distance learning in higher education: Challenges, opportunities, and policy implications. Higher Education: Handbook of Theory and Research: Volume 35, 351-401.