Page 53 - GHES-3-1

Global Health Economics and
Sustainability
COVID-19 changed our world

Figure 6. Graphical representation of the impact of COVID-19 on different aspects of human societies. Image created by the authors
Abbreviation: COVID-19: Coronavirus disease 2019.

4.1.1. Social media and psychological well-being the increased emotional abuse of older citizens, causing
In the last decade, social media has become a crucial tool heightened depression in this population (Anwar et al.,
for raising public health awareness; this role intensified 2020). Thus, social media facilitated communication
during the pandemic but also enabled the dissemination
during the COVID-19 pandemic as people increasingly of false information, exacerbating mental and emotional
turned to platforms such as Facebook, Twitter, YouTube, health difficulties.
Instagram, Snapchat, and WhatsApp for information. Such
usage surged 87% after lockdowns were announced and 4.1.2. COVID-19 and the mental health of teachers
helped to reduce mental stress, supported online learning, The pandemic significantly impacted the educational
and facilitated remote work (Chand, 2021). However, the sector worldwide, prompting a swift transition from offline
negative aspects of social media became more apparent face-to-face learning to online remote education. This
as the pandemic progressed. People began to share shift presented both teachers and students with several
misinformation disseminated by unreliable sources challenges because the rapid adoption of information and
and believed false assertions about the prevention and communication technologies became central to teaching
treatment of COVID-19 despite the availability of accurate and learning processes. The mental health of teachers,
guidance from official health websites. Unofficial and who are often regarded as “nation builders,” became a
religious pages propagated misrepresentations that became major concern. Poor mental health is often associated with
linked to poorer psychological well-being (Hernández- elevated stress levels and can undermine the effectiveness
García & Giménez-Júlvez, 2020). of teaching-learning processes (Borrelli et al., 2014).
The adverse effects of social media were particularly Consequently, changes in the working conditions of
severe in developing countries such as India. Panic fueled teachers could be correlated with variations in their mental
on social media platforms caused shortages of essential health states (Fernández Cruz et al., 2018).
items such as masks and hand sanitizers even before the The Internet provided valuable educational tools;
first COVID-19 case was reported. False claims were made however, inadequate technical abilities and unreliable
about the virus’s survival on surfaces and its airborne digital infrastructures intensified the learning disparities
transmission and exaggerated news were distributed that existed across regions (Hidalgo-Andrade et al., 2021).
about mass casualties in China. Such fabrications Many educators were unprepared for the technological
generated widespread fear and anxiety. Moreover, challenges posed by the pandemic. Teachers struggled with
stress and discrimination intensified because of rumors online education because they were insufficiently prepared
about extended lockdowns and racism toward people and lacked the requisite technological capabilities and
from India’s northeastern regions who were mistakenly pedagogies for remote teaching. Stress levels increased as
associated with Chinese origins (Kadam & Atre, 2020). teachers faced the prospect of disengaged students who
Further, the elderly were significantly psychologically were unresponsive to assignments and distracted by their
and physically distressed. The rapid spread of unscientific surroundings (Hassan et al., 2020). The psychological
information altered societal perceptions and resulted in well-being of teachers was also affected by personal issues

Volume 3 Issue 1 (2025) 45 https://doi.org/10.36922/ghes.3992