Students' Perceptions, Attitudes, and Experiences of Higher Education in Emergencies Across Developing Countries Amid COVID-19

Abstract

The COVID-19 crisis has forced the majority of higher education institutions (HEIs) worldwide to transition to distance education. All countries have faced several challenges, such as the deteriorating economy, poor ICT infrastructure, and insufficient training, in their transition to distance education, with the severity of these challenges being remarkable for developing countries. This chapter aims to investigate tertiary students’ perceptions, attitudes, experiences, and expectations of their higher education journey amid COVID-19 across four developing countries: Lebanon, Afghanistan, Pakistan, and Bangladesh through an online questionnaire that was administered in each of these countries. This study found that many of the stances, attitudes, concerns, and challenges related to online learning experiences and the emergency status of higher education were common amongst the Lebanese, Afghani, Pakistani, and Bangladeshi participants. The participants across the four countries favored the physical classroom over online learning and identified the disadvantages of distance education that included lack of ICT skills, poor infrastructure, and insufficient training. The few differences that were identified across participants from these countries were mainly attributed to differences in contexts, including socio-economic and political contexts. These findings voice the concerns of one of the key stakeholders, tertiary students, that address the transition to distance education during emergency times and call for immediate intervention from decision and policy-makers.

Citation

Samarji, A., Sengupta, E., Nauman, S. and Sabbah, F. (2023), "Students' Perceptions, Attitudes, and Experiences of Higher Education in Emergencies Across Developing Countries Amid COVID-19", Sengupta, E. (Ed.) Higher Education in Emergencies: International Case Studies (Innovations in Higher Education Teaching and Learning, Vol. 52), Emerald Publishing Limited, Leeds, pp. 83-97. https://doi.org/10.1108/S2055-364120230000052006