Effects of COVID-19 pandemic on education and society

Zaineb Chelly Dagdia; Ana Cristina Simões e Silva

doi:10.3934/steme.2022013

Article Contents

2022, Volume 2, Issue 3: 197-220. Doi: 10.3934/steme.2022013 open access

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Effects of COVID-19 pandemic on education and society

Zaineb Chelly Dagdia^1,2, , and
Ana Cristina Simões e Silva^3,

1.
Université Paris-Saclay, UVSQ, DAVID, France; zaineb.chelly-dagdia@uvsq.fr
2.
University of Tunis, ISG, Tunis, Tunisia
3.
Interdisciplinary Laboratory of Medical Investigation, Faculty of Medicine, Federal University of Minas Gerais (UFMG), Belo Horizonte, Brazil; acssilva@hotmail.com

* Correspondence: Email: zaineb.chelly-dagdia@uvsq.fr
* Correspondence: Email: zaineb.chelly-dagdia@uvsq.fr

Academic Editor: Tuba Nur Gide

Received: June 2022

Accepted: June 30, 2022

Published: September 2022

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Abstract

This paper sheds light on the impact of the COVID-19 pandemic on society and the surrounding environment, with a special focus on education and the social aspect. Specifically, how the pandemic has disrupted education systems across the globe by forcing the closure of primary and secondary schools, colleges and universities is discussed. Since it is not only the students who were affected by this worldwide health emergency, the impact on educators and parents, as well as all aspects of the education system, including admissions, assessments and evaluations, is also debated. These facets are discussed while emphasizing the shifts that many organizations underwent to maintain operations while adhering to the announced governmental restrictions related to the circulation of the pandemic. Specifically, the needs to rapidly implement significant modifications to their usual practices and standard operational processes and convert their existing teaching materials to another format to make them appropriate for online delivery are highlighted and discussed.

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Figure 1. Structure of the SARS-CoV-2 virus. Source: [7]

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Figure 2. Categorization of the SARS-CoV-2 variants

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Figure 3. Different clusters of the COVID-19 signs and symptoms

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Figure 4. Number of weeks that schools around the world were fully closed/partially open due to COVID-19 during the period of August 2020 to December 2021. Source: UNESCO map on school closures (https://en.unesco.org/covid19/educationresponse) and UIS, December 2021 (http://data.uis.unesco.org/)

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Figure 5. Number of students and teachers affected by school closures (April 1, 2020) due to COVID-19. Source: UNESCO map on school closures (https://en.unesco.org/covid19/ educationresponse) and UIS, accessed in December of 2021 (http://data.uis.unesco.org)

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Figure 6. Percentage of change in reading proficiency for grades one to eight from 2019 to 2020. Source: United Nations: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (https://unstats.un.org/sdgs/report/2021/goal-04/)

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Figure 7. Societal, emotional, psychological and behavioral effects of COVID-19 on vulnerable populations. PTSD: post-traumatic stress disorder

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Table 1. Globally, as of 7:57 pm CET on March 16, 2022, there have been 460,280,168 confirmed cases of COVID-19, including 6,050,018 deaths, reported to the WHO. As of March 13, 2022, a total of 10,712,423,741 vaccine doses have been administered. Source: WHO COVID-19 Dashboard. Geneva: World Health Organization, 2020. Available online: https://covid19.who.int/ (last cited: March 16, 2022)

WHO region	Cumulative confirmed cases	Cumulative confirmed deaths	Cumulative total vaccine doses administered
Africa	8501208	170634	279569999
Americas	149185071	2663778	1671462750
South-East Asia	56586444	770289	2583697206
Europe	189964699	1910254	1507087483
Eastern Mediterranean	21466737	338737	661956824
Western Pacific	34575245	196313	4008571856
Other	764	13	77623
Total	460280168	6050018	10712423741

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Table 2. Percentage of countries using remote education delivery methods during school closures due to COVID-19. Source: UNESCO map on school closures (https://en.unesco.org/covid19/ educationresponse) and UIS; obtained in December of 2021 (http://data.uis.unesco.org) for April 1, 2020

WHO region type: World Bank country income grouping (July 2020)	Existence of TV as a distance learning modality in the country	Existence of radio as a distance learning modality in the country	Existence of an online distance learning modality in the country	Existence of distance learning modalities (combination of TV + radio + Internet) in the country vs (Non-existence)
High income	41%	5%	54%	79% (21%)
Low income	35%	35%	30%	77% (23%)
Lower middle income	38%	26%	37%	95% (5%)
Upper middle income	39%	19%	43%	93% (7%)

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Table 3. Distribution of depression and anxiety cases in Europe and Central Asia, Latin America and the Caribbean, North America, Sub-Saharan Africa and East Asia and the Pacific for individuals aged 60 years or older according to the study by Tyler et al. [70]

Global Regions	Depression	Anxiety
Europe and Central Asia	121 (47.2%)	52 (40.6%)
Latin America and Caribbean	68 (26.6%)	40 (31.3%)
North America	58 (22.7%)	33 (25.8%)
Sub-Saharan Africa	6 (2.3%)	3 (2.3%)
East Asia and Pacific	3 (1.2%)	0 (0%)
Total	256	128

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Table 3. Total number of reported cases of domestic violence from March 2020 to August 2020 according to the continent (data obtained from https://dataunodc.un.org/content/covid-19)

Continent	Cases of domestic violence, number (percentage)
Europe	77226 (49.8%)
Latin America	58928 (38.0%)
Africa	13026 (8.4%)
Oceania	4807 (3.1%)
Asia	1086 (0.7%)
Total	155073

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