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Due to COVID-19, the shift to telecommuting became a widely used work set-up to maintain economic balance. This work set up is associated with risks to employees' wellness. As prevention to the risks, employees must be provided with ways to understand the telecommuting attributes. In relation, this study targets in understanding the links between the socio-economic demographic status, work engagement, and food intake of the education sector's tele-employees. The 110 samples are gathered from the Senior High school Department using convenience sampling, an online survey, and the mixed method. ANOVA and multi-linear regression are used as statistical treatments. The study found that the older generation with higher Income is more likely linked with higher work engagement. The younger generation, low-income earners, and males are inclined more toward unhealthy foods as compared to their counterparts. Low-income earners perceived that their work engagement falls under the category that energy to work is at a bare minimum level. The participants' education attainment revealed significance with energy-giving or carbohydrate-source foods. The qualitative data highlighted job position was perceived with a link to food intake and work engagement. Unhealthy food consumption is perceived with a beneficial association with work engagement, although it is suggested for further investigation. With these findings, the education sector's stakeholders, nutrition, mental health professionals, and future researchers would mainly benefit from this study for intervention generation. © 2023 ACM.
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Introduction: In Italy, on December 2020, workers in the education sector were identified as a priority population to be vaccinated against COVID-19. The first authorised vaccines were the Pfizer-BioNTech mRNA (BNT162b2) and the Oxford-AstraZeneca adenovirus vectored (ChAdOx1 nCoV-19) vaccines. Aim: To investigate the adverse effects of two SARS-CoV-2 vaccines in a real-life preventive setting at the University of Padova. Methods: Vaccination was offered to 10116 people. Vaccinated workers were asked to voluntarily report symptoms via online questionnaires sent to them 3 weeks after the first and the second shot. Results: 7482 subjects adhered to the vaccination campaign and 6681 subjects were vaccinated with ChAdOx1 nCoV-19 vaccine and 137 (fragile subjects) with the BNT162b2 vaccine. The response rate for both questionnaires was high (i.e., >75%). After the first shot, the ChAdOx1 nCoV-19 vaccine caused more fatigue (p < 0.001), headache (p < 0.001), myalgia (p < 0.001), tingles (p = 0.046), fever (p < 0.001), chills (p < 0.001), and insomnia (p = 0.016) than the BNT162b2 vaccine. After the second dose of the BNT162b2 vaccine, more myalgia (p = 0.033), tingles (p = 0.022), and shivers (p < 0.001) than the ChAdOx1 nCoV-19 vaccine were elicited. The side effects were nearly always transient. Severe adverse effects were rare and mostly reported after the first dose of the ChAdOx1 nCoV-19 vaccine. They were dyspnoea (2.3%), blurred vision (2.1%), urticaria (1.3%), and angioedema (0.4%). Conclusions: The adverse effects of both vaccines were transient and, overall, mild in severity.
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Since the global epidemic of the coronavirus disease 2019 (COVID-19) over the past few years, Thailand education sector has been affected by the requisites for a digitization system and distance education. This sudden change has affected the quality of learning and statistical evaluations in the long term. Consequently, data analysis and categorization in learning quality assessment are critical for predicting the number of future students and learning performance after the COVID-19 outbreak. However, vast data analytics might be applied to the education sector in many aspects. In addition, machine learning can influence the categorization of students that are useful for analyzing the performance of different educational systems. Therefore, this study reviews the perspective and usability of data analytics and machine learning that influences current situations in Thailand education sector © 2023, International Journal of Emerging Technologies in Learning.All Rights Reserved.
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As the COVID-19 pandemic overwhelmed the world, educational leaders implemented crisis management plans to mitigate its impact on their students, faculty, staff, and their families. We studied five cases in the education sector in the world's largest democracies: the United States of America and India. Through document analysis and semi-structured interviews, we investigated the responses of educational leadership during each stage of the crisis. In the cases we studied, leaders in USA adopted a consultative decision-making approach more often than their Indian counterparts. Moreover, group-based approach was evident only among leaders in USA. Leaders in both countries were creative and diligent in communicating, both to gather information as well as for dissemination. Leaders had to think out of the box to meet the needs of students and faculty, as well as the communities in their immediate areas. Resource identification and distribution, overcoming the digital divide between rural and urban areas, and the acquisition and appropriate allocation of safety equipment are just a few of the challenges addressed by the academic leaders. This study makes an important contribution to crisis leadership by looking at competencies needed to manage a crisis, and the influence of national culture in decision-making behaviours during a crisis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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The research aimed to assess the educational digital transformation in the Kingdom of Saudi Arabia during the period of the Corona pandemic. By identifying the concept of digital transformation, analyzing the foundations and mechanisms to achieve educational digital transformation, the extent to which a qualified technological infrastructure exists, and analyzing digital transformation strategies in university institutions in the Kingdom. The quantitative analytical approach was used to examine the importance of the relationship between the readiness of the technological infrastructure and the mechanisms of the digital transformation of the educational environment. To achieve the research objectives, the questionnaire was used to collect data from the research community, which is represented by faculty members from Imam Abdul Rahman bin Faisal University, one of the educational institutions in the Kingdom of Saudi Arabia. The results showed that the Kingdom has a technological infrastructure capable of absorbing the digital educational transformation, as the digital educational transformation in the Kingdom during the Corona period has achieved effective results. There was also a significant relationship between the readiness of the technological infrastructure in the Kingdom and the implementation of the educational digital transformation strategy. The research revealed that there are significant differences in favor of the categories (Females-Doctorates-High Experience), towards the readiness of the infrastructure in the educational field capable of accommodating the educational digital transformation. We recommend adequate privacy and security measures to ensure that the learning process is fully digital. © ICAS 2022.
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Mankind has faced pandemic situations and the misery that it had bought along. Determination, knowledge and the guidance of leaders helped humans fight, survive and emerged more resilient. This paper tries to summarizes the experiences in India during the Coronavirus pandemic with specific reference to education sector. The impact of coronavirus pandemic on education has been a cause of concern since the lockdown first began. Further, this paper highlights how schools quickly jumped into action and continued their classes online so that the students' year is not wasted. Even if it required teachers to learn new technology overnight. As the paper progresses it emphasises – how educators were trying to figure out the new normal of education, evolving all stakeholders – students, teachers and parents. Adaption of a system to ensure seamless delivery of classes, revamped curriculum to suit the online format, relaxations on assessments and evaluations for students. The paper also brings out the difficulties faced due to Low internet penetration and unsupportive home environment. Further, highlighting the stress of faculty, parents and students due to uncertainty they faced. The Authors have tried to bring into context precautions necessary to prevent the potential spread of COVID-19 in school settings without stigmatising students and staff who may have been exposed to the virus, while minimising disruption and protecting students and staff from discrimination. Further, the authors have brought out the problems that may be faced while reopening schools and also tried to give solutions to the above problems especially laying emphasis on students and staff being updated regarding basic information about (COVID-19). The authors having experience in teaching & counselling go a step ahead by laying down principles of Safe School Operations after the end of the pandemic with emphasis to development of school emergency and contingency plans. The paper also emphasises on Information Sharing specially in coordinating & following guidelines for staff, caregivers and students. The paper concludes with the author suggesting upgrading of school policies, viz. developing flexible attendance and sick leave policies that encourage students and staff to stay home when sick, Identify critical job functions and positions, and planning for alternative coverage by cross-training staff. Further, it suggests adaption of reviewed accelerated education strategies by engaging with communities. © 2023 DMICS.
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Purpose: This research paper aims to explore the influence of social media–based knowledge-sharing intentions (SMKI) on prospective authentic leadership development (ALD) to deal with the future crisis. In the existing literature, to the best of the authors' knowledge, there is no significant empirical evidence to test the relationship between SMKI and ALD. Thus, this study contributes to the growing literature regarding the role of SMKIs, ALD, social media–based knowledge-sharing behavior (SMKB) and facilitating conditions (FCs). However, in this study, the authors developed a conceptual framework based on technology adoption and leadership theory. It was used to identify preservice educational leaders' SMKIs and their effect on ALD to deal with an educational crisis during the COVID-19 pandemic. Furthermore, SMKIs are strengthening ALD, directly and indirectly, using SMKB and FCs. Design/methodology/approach: In this study, the higher education students are considered preservice leaders who were enrolled in educational leadership and management programs. However, this study's target population and sample are students enrolled in educational leadership and management programs. Therefore, higher education students are considered preservice educational leaders. Therefore, a multilevel questionnaire survey approach was adopted to collect data from preservice educational leaders (n = 451 at Time 1 and n = 398 at Time 2) enrolled in education departments in the selected universities in Pakistan. A total of 398 survey questionnaires were finalized with a return ratio of 89%. The partial least square structural equation modeling with SmartPLS 3.2.8 was used for the data analysis. Findings: This research found that SMKIs are positively and significantly connected with ALD. This study also confirms that SMKB significantly and positively mediates the relationship between SMKIs and ALD. Therefore, this study concludes that preservice educational leaders were ready to adopt SMKB. Practical implications: Social media–based knowledge sharing can be helpful to develop authentic leadership among preservice educational leaders during a crisis. Preservice educational leaders as authentic leaders can prove to be an asset in dealing with the COVID-19 pandemic crisis. Originality/value: This research integrated the technology adoption model and leadership theory to provide empirical evidence of SMKIs' direct and indirect influence on ALD through social media–based knowledge-sharing actual use behavior by preservice educational leaders during the COVID-19 pandemic. Moreover, the moderated mediating effect of the FCs was also studied in the relationship between SMKIs and actual user behavior as well as ALD. © 2022, Emerald Publishing Limited.
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One of the main challenges faced by companies, scholars, and governments nowadays is achieving economic, environmental, and social sustainability. Remote working, reduced work weeks, and other types of flexible working time arrangements (FWAs) are the new characteristics that will shape the future of work to ensure social sustainability. In changing work patterns, working styles are changed to possibly improve women employees' mental health and life–work balance. However, recently, very few firms have succeeded in adopting these new FWA trends. The purpose of this paper is to investigate women's preferences towards FWAs in the academic sector as a social sustainability source. We investigate the effect of the COVID-19 pandemic on female faculty members' future job preferences. The data used in the research are collected from a survey given to female faculty members who work in a Saudi women's university and have already experienced FWAs during the COVID-19 period. The study uses mixed methods of research, combining a choice modeling (CM) method, one sample t-test, a paired sample t-test, cluster analysis, and probit models. Our results show that flexible working arrangements improve the wellbeing of women employees, which ensures sustainable social development. The findings also show that flexibility in location plays a significant role in the decision made by female faculty members when revealing their flexibility preferences. However, flexibility in time did not play a significant role in the decisions made by respondents. This study adds to the empirical evidence in the current literature on female academic staff preferences for FWAs in Saudi Arabia, using choice modeling conjoint analysis and mixed approaches. © 2022 by the authors.
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BACKGROUND: The COVID-19 pandemic resulted in mandatory remote working for workers in many sectors, including education. OBJECTIVE: This study aimed to investigate the physical characteristics of workspaces, computer use, and prevalence, associated factors, and reported impact of computer-related musculoskeletal symptoms (MSS) among university staff during the COVID-19 pandemic. METHODS: A cross-sectional study of staff in a university in Ireland was conducted in March 2021. An anonymous online survey of computer use, work practices and 3-month prevalence and the reported impact of computer-related MSS (modified Nordic Musculoskeletal Questionnaire) was conducted. Data analysis involved descriptive statistics and factors associated with MSS were ascertained using chi-squared analysis. RESULTS: The analysis included 1045 responses. The majority (63%) worked solely from home, used a laptop more frequently than a desktop computer, and worked a greater number of hours. Almost half (48%) did not have a dedicated home workspace. More respondents reported their university workspace (72%) was more comfortable than their home workspace (51.2% ; pâ< â0.0001). Prevalence of computer-related MSS was 83% : neck (62%), shoulder (57%), lower back (47%). Laptop-related MSS was reported more frequently (82%) than desktop-related MSS (65% ; pâ< â0.05). Computer-related MSS was associated with workspace, equipment at home, laptop use, female gender, and righthandedness (pâ< â0.05). A reduction in non-work-related activities (35%), work activities (18%) and seeking medical attention (24%) was reported. CONCLUSION: The prevalence of computer-related MSS was high and associated with remote working. Further studies that aim to mitigate the risks of computer-related MSS in those working remotely or in hybrid models are required.
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Without a doubt, South Africa will need to resolve problems such as load-shedding, cost of data, access to relevant devices and specific relevant training in technology before we will truly see the progress and benefits we would like in this regard. The use of the Early Learning Outcomes Measure (ELOM) as a tool to track the development of children in ECD was revisited to determine its efficacy. [...]the two special issues that SAJCE has compiled demonstrate the variety and diversity of the early childhood landscape.
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El texto analiza algunas de las propuestas que las agencias internacionales más directamente relacionadas con el sector educativo han ofrecido a fin de afrontar las situaciones creadas por la pandemia de covid-19 y reactivar la educación en condiciones similares, o al menos comparables, a las que se encontraba antes de pandemia. A partir de ese análisis, se trazan conexiones entre las agendas educativas, políticas y económicas que enmarcan las respuestas actuales en términos de mediciones, evaluaciones e inversión de recursos y tiempos. Al cierre, despejadas algunas dudas y aclaradas algunas decisiones, se toma distancia frente a las estrategias sugeridas por los organismos multilaterales, y se les ve desde una perspectiva que hace énfasis en las personas y las comunidades, antes que en los sistemas y en el comercio de datos, para sacar conclusiones que permitan repensar las direcciones en las que las acciones han de apuntar.Alternate : The article analyzes some of the proposals that the international agencies most directly related to the educational sector have offered in order to face the situations created by the COVID-19 pandemic and to reactivate education in similar, or at least comparable, conditions to those before the pandemic. From this analysis, connections are drawn between the educational, political, and economic agendas that frame the current responses in terms of measurements, assessments and investment of resources and time. In the closing, after solving some doubts and clarifying some decisions, distance is taken from the strategies suggested by multilateral organizations, they are seen from a perspective that emphasizes people and communities, rather than systems and data trade, in order to draw conclusions that allow to rethink the directions in which the actions should be aimed.
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Collaboration is a very important factor in doing a task. Due to the COVID-19 pandemic, face-to-face collaboration has turned into virtual collaboration, but its implementation has encountered many obstacles in the field. This study aims to examine the influence of factors that support virtual collaboration (VC), including technology support (DT), digital literacy (DL), cultural intelligence (CQ), and virtual leadership (VL), as antecedents of VC in the world of High Education. Respondents consisted of 216 universities with a total sample of 216 lecturers who were selected using the purposive sampling method. The research questionnaire was sent to the relevant email address using Google Form. The results showed that the four antecedent variables had a significant influence with the ability to explain 62.3% of the VC. Theoretically, the research has contributed in the form of a virtual collaboration model that has been empirically tested in the field. In addition, this model has expanded the factors that influence VC from several previous studies. Practically, the results of this research can be useful for university administrators who want to increase collaboration between their lecturers, especially in the fields of teaching, research and publications. In this context, the antecedent factors of this virtual collaboration model can be taken into consideration. © 2022, Success Culture Press. All rights reserved.
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COVID-19 caused a dramatic change in the lifestyle of people around the globe and has had an impact on all sectors, including mental health, the economy, and social behavior. Mental health is of great concern for the survival of the young people in achieve their goals. This chapter concentrates on mental health in the education sector during the pandemic. Students and faculty members experienced a high amount of frustration, stress, anxiety, fear, and loneliness during the pandemic. The implementation of online classes was a burden to faculty and students and led to an unsatisfactory mode of teaching in which eye-to-eye contact was missing. Although experience was gained for both teacher-centric and student-centric modes of teaching, mental health resulting from online classes is analyzed in this chapter. Mental health during the pandemic period we analyzed by collecting data from students and staff in the higher education sector from the point of view of undergraduates, postgraduates, and research scholars. Deep learning algorithms pave the way to analyzing mental health for people in the education sector. It predicts the percentage of staff and students who are disturbed in their profession and study. This analysis helps to reduce the gap of interaction between staff and students in the blended mode of teaching. It also provides insight into government policies related to future modes of education. © 2022 Elsevier Inc. All rights reserved.
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The enhanced use of ICT for diverse purposes during COVID-19 has drastically transformed the scenario of doing work from home as well as in each and every sphere of life. Internet has become life line in the COVID-19 lockdown for everyone and emerged as necessity to remain active even during stay at home. Education is directly concerned with the human development is the education sector. It is among the leading sector, where maximum use of internet is being used by various online platforms for learning both at national and international levels. In the current scenario, every educational institution be it school, college, university, research and technical institutes are utilizing e platforms for teacher learner interaction with enhanced adoptability. However, there are various challenges owing to the inadequate infrastructure in terms of internet connectivity, speed, cost and access particularly in the rural and remote areas. In this context, the present paper examines the present scenario in the wake of trends and challenges to devise measures to post COVID-19 scenario to ensure vast reach and access for inclusive growth. © 2023 Contributors and Manakin Press. All rights reserved.
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In the current context of the COVID-19 pandemic, due to restrictions in mobility and the closure of schools, people had to shift to work from home. India has the world’s second-largest pool of internet users, yet half its population lacks internet access or knowledge to use digital services. The shift to online mediums for education has exposed the stark digital divide in the education system. The digitization of education proved to be a significant challenge for students who lacked the devices, internet facility, and infrastructure to support the online mode of education or lacked the training to use these devices. These challenges raise concerns about the effectiveness of the future of education, as teachers and students find it challenging to communicate, connect, and assess meaningful learning. This study was conducted at one of the universities in India using a purposive sampling method to understand the challenges faced by the students during the online study and their satisfaction level. This paper aims to draw insight from the survey into the concerns raised by students from different backgrounds while learning from their homes and the decline in the effectiveness of education. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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COVID-19 has triggered a global crisis never been seen before. In numerous sectors of society, the epidemic has produced a huge demand for new problem-solving solutions. Important difficulties have arisen in the field of education and related learning technologies because of the shift from eye to eye to online virtual learning. To battle the spread of COVID-19, several countries have temporarily closed educational institutions. Teachers all across the world have been forced to use internet conferencing as a result of educational institution closures. Online forums' virtual classes are widely considered as the only option to meet face to face in physical classes. In this aspect, teachers face a significant issue in managing student attendance in virtual classes. Student participation is a proportion of their involvement in the study, and it is linked to their active learning. Keeping track of student presence during virtual learning, on the other hand, is a major difficulty. Naming students who appear to be present in classrooms is a simple but time-consuming operation. Due to COVID-19 outbreak and widespread usage of virtual aids, disaster risk management must build a proper tracking system for monitoring student involvement and participation during virtual learning as soon as possible. This research work introduces a novel strategy to solve the significant demand created by the epidemic. Further, the proposed research study introduces the random interval query and face recognition based attendance management system to build a highly efficient and robust learning participation management system (from now on, AI Present). As far as known, no mechanized framework has been developed for following the students' participation and guarantee their involvement during the learning process. © 2022 IEEE.
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The crisis of COVID-19 and the lockdowns announced in all countries of the world in early 2020 affected all people and areas of the economy, including education. In this regard, universities around the world were quickly forced to transform the education-A process into a distance format. Thus, the article analyses the advantages and disadvantages of distance learning and teaching for students, as well as the peculiarities of the response of universities to actual challenge. The article presents the results of scientific-theoretical and applied research on the problem of providing distance learning at a high-quality level. The authors used the case of Taras Shevchenko National University of Kyiv, which was one of the first in Ukraine in 2020 to introduce a powerful distance educational platform "KNU Online". The scientific novels- of the study is that the authors analysed the current state of higher education in a pandemic and made a forecast of possible changes in the market of educational services using ICT. In addition, in the period of turbulence, the processes are analysed, when free economic zones are actively inclined to find innovative ways to increase their own level of competition and provide: educational services on quality,and continuous basis. It is proposal to use the case "KNU Online" as a good practice to obtain all the necessary range of educational services in the most accessible and convenient way.
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Internet of Things (IoT) is a unique paradigm shift in the domain of Information Technology. It converts the real-life things into intelligent virtual devices to ensure a machine-to-machine transmission of information. With its increasingly technological magnitude, it ascertains an imperative role in almost all spheres of life, and the global education markets have incredibly reaped benefits. The present paper gives an insight into the radical evolution and integration of IoT trends in education sector—the transition from conventional chalk boards to modern smart boards, especially at the outset of Covid-19 pandemic when the exigencies of global education demanded it the most. The paper also lists out opportunities, obstructions, scalability of tools and technology, and services allied to IoT expertise, while at the same time bridges the gap between educational and technical applications amid Covid-19 pandemic. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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Purpose>This article aims to understand the underlying mechanisms through which transformational leadership influences employee job satisfaction and turnover intentions. Specifically, the study explores the mediation role of employee well-being on the relationships between leadership and both employee job satisfaction and turnover intentions.Design/methodology/approach>Employing a quantitative research method, data were collected from 280 academics and professional staff from an Australian regional university. The Mplus software was used for data analysis.Findings>The results showed that transformational leadership had significant positive impact on employee well-being and job satisfaction while it alleviated employee turnover intentions. Furthermore, employee well-being mediated the effect of transformational leadership on employee job satisfaction and turnover intentions.Research limitations/implications>The research was cross-sectional, and data were collected from a convenient sample and therefore minimises our ability to generalise the findings to other contexts.Practical implications>Effective leadership, employee well-being, job satisfaction and employee turnover are of strategic importance in the higher education sector in Australia and internationally. These findings will therefore provide a basis for university policy makers to craft relevant policies that promote effective leader behaviours and enhance employee well-being as they facilitate employee job satisfaction and minimise turnover intentions among higher education sector employees (i.e. academics and professional staff).Originality/value>Our study provides a unique contribution to knowledge as it explains the mediation effect of employee well-being on the relation between transformational leadership a, job satisfaction and turnover intentions.
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Education is one of the crucial and potentially the most important factor that drive wellbeing and development of societies;it's a strong tool for fighting poverty, gender inequality, unemployment and improving standard of living. It's considered a basic human right, therefor, the fourth sustainable development goal in the united nations blueprint to achieve a better and more sustainable future for all, calls for access to quality education and lifelong learning opportunities by 2030. However, given the rapid expansion of information and communications technologies (ICTs) applications and the internet, the traditional education view will soon be outdated and replaced by a new world order. The recent COVID pandemic exposed major limitations in the traditional education view and it's rigid dependence on physical presence and facilities, nevertheless, it also shed the light on the potentials of utilizing information and communication technologies and Internet of things (IoT) concepts to revamp the educational sector. The main purpose of this paper is to conduct a technology foresight for education services in next 9 years until the year 2030 and to provide recommendations for investments in specific emerging technologies. In this study environmental scanning, focus groups, brainstorming and scenarios techniques are used as the primary foresight's methods. Four Scenarios for the future of education in 2030 were proposed: Schooling Extended scenario, Education outsourced scenario, Schools as learning hubs Scenario and learn as you go scenario. Copyright © 2021 by Naudé Scribante. Permission granted to IAMOT to publish and use.