Page 55 - GHES-3-1

Global Health Economics and
Sustainability
COVID-19 changed our world

and working hours were lost by the end of 2020 (Raut, focal and many institutions speedily adopted remote
2020). Tragically, many individuals died en route or upon learning technologies as a viable alternative to physical
reaching their destinations (Kumar et al., 2020). Conflicts presence in class. Universities and private sector
between government agencies were also reported about educational institutions swiftly devised effective strategies
the logistics of returning migrants to their places of to transition to virtual learning systems (VLS) despite
origin. These cumulative factors caused migrant workers numerous complexities, limited resources, and technology
significant mental distress. constraints. The employed strategies included professional
training for faculty, staff, and students along with the
4.2. Impact of COVID-19 on society
institution of quality assurance measures to ensure the
Physical distancing instigated new survival patterns during effectiveness of online education (Maqsood et al., 2021).
the COVID-19 pandemic. People stayed home, developed Recent research endeavors have highlighted diverse
new hobbies, and focused more on work than on household approaches to delivering science, technology, engineering,
chores. This increased time at home strengthened family
bonds because individuals who previously struggled math, and medicine education via teaching laboratories
in virtual or remote environments. Bhute et al. (2021)
to connect because of work commitments were now suggested that the amalgamation of technologies such as
compelled to spend more time together. Mobile phones and IoT sensors and augmented or virtual reality can revitalize
the Internet became essential for continued interactions
and these means helped people to adapt to new routines traditional labs, enhance student experiences, and inspire
and balance their professional tasks with their household innovative pedagogies. In the context of Indian business
responsibilities (Verma & Prakash, 2020). schools, Chaturvedi et al. referenced concepts mooted
by John Dewey, Kolb, Jack Mezirow, and Jean Piaget and
However, the initially positive experience of being identified six key teaching techniques that could help
together in proximity soon succumbed to mental health construct successful integrated learning environments.
challenges. In particular, children suffered because they Their suggestions included (1) utilizing online knowledge
were forced to isolate from their peers, stay at home, and repositories and virtual labs to transform digital spaces,
adhere to social distancing norms, which changed their (2) shaping educational practices through critical
brain architecture and induced psychological distress thinking, (3) offering diverse course genres on demand,
(Gautam et al., 2020). The elderly also experienced (4) enhancing resilience through active participation and
significant mental health problems, particularly exhibiting conflict resolution, (5) fostering focused and inquisitive
depressive symptoms that were exacerbated by their education, and (6) embracing experiential education that
difficulties with smartphones and Internet services and values classroom diversity (Chaturvedi et al., 2021). Such
their restricted access to outpatient clinics and essential initiatives intend to encourage academics and educators to
medications (Nikolakakis et al., 2019; Mansour et al., develop effective pedagogies tailored to the needs of Indian
2020; Yang et al., 2020). Frontline workers including police student populations.
officers and healthcare personnel experienced heightened
stress, anxiety, and depression because of the demands Medical education was substantively disrupted during
imposed on them by the pandemic (Chen et al., 2020). the COVID-19 pandemic because the in-person learning
Women reported significantly higher levels of stress, and practical experience crucial for specializations such as
anxiety, and post-traumatic stress disorder symptoms, and dentistry (Chang et al., 2021), plastic surgery (Cho & Hong,
displayed more severe overall psychological effects (Wang 2021), and clinical radiography (Ofori-Manteaw et al., 2022;
et al., 2020a & b; Liu et al., 2020a & b; Daulay, 2021). In Chen et al., 2022) were severely impacted. The pandemic
addition, mothers participating in homeschooling for jeopardized the opportunities students could avail of to
children with autism spectrum disorders faced challenges acquire essential hands-on knowledge and precluded the
such as coping with maladaptive behaviors, inadequate inculcation of skills typically acquired through active, face-
teaching skills, and insufficient support, which led to to-face activities. Co et al. recommended the development
increased parental distress. of new tools and software to address such challenges: for
instance, e-learning portals, online anatomy education,
4.3. Impact of COVID-19 on education surgical skills training, and virtual reality platforms that
The first wave of the COVID-19 pandemic presented could facilitate learning through online lectures (Co et al.,
universities and colleges worldwide with the challenge 2022). Clinical instructors adapted to the absence of real
of balancing infection control against their educational patients by themselves simulating patients and utilizing
responsibilities. The debate about whether to continue clinical case scenarios incorporating genuine patient
in-person classes or switch to online instruction became imagery and electronic medical records (Park et al., 2021).

Volume 3 Issue 1 (2025) 47 https://doi.org/10.36922/ghes.3992