In March 2020, 60 percent of Russian universities provided distant learning without major interruptions. Another quarter of higher education institutions offered studying from home, but experienced occasional problems. The country's education ministry recommended all universities to switch to distance learning as a preventive measure against the spread coronavirus (COVID-19). Mail.ru Group offered technical assistance with switching to online learning to universities.

For further information about the coronavirus (COVID-19) pandemic, please visit our dedicated Facts and Figures page.

The higher education institutions across India are forced to make difficult choices to stay afloat with less funding during the COVID-19 pandemic. Over 760 Indian higher education institutions reduced their intake in 2020. Furthermore, 180 institutions shut down permanently that year.

Experimental statistics from the Student Experiences Insights Survey (SEIS) in England. Includes information on the behaviours, plans, opinions and well-being of higher education students in their third year or higher in the context of guidance on the coronavirus (COVID-19) pandemic. The period covered in this dataset is 29 November to 20 December 2021.

Due to the outbreak of the coronavirus in Poland in 2020, the government introduced online education. Parents of primary and secondary school students feel that such activities, with a great deal of parental involvement, allow children to continue learning.

For further information about the coronavirus (COVID-19) pandemic, please visit our dedicated Facts and Figures page.

The dataset comprises 13 interview transcripts, with sensitive information redacted. These interviews were conducted online during the Spring and Summer of 2021 and involved international students who had participated in study abroad or degree-seeking programs during the COVID-19 pandemic. The interviews focused on the students' experiences as they transitioned from traditional in-person programs to online and blended learning due to pandemic-related isolation measures.

This qualitative study explored students' lived experiences of higher education study abroad programs during the Covid-19 pandemic. Studying individual experiences in extraordinary circumstances like a pandemic can reveal personal, organisational and process-related resilience relevant to understanding and planning future events. Online semi-structured interviews with thirteen international students from four continents were conducted. Through Interpretative Phenomenological Analysis, four response categories were identified: Functioning in Ambiguity, The Importance of Language and Culture, Reshaping Community, and Alternative Experiences in Intercultural Connectivity. These findings can guide professionals in considering cultural, linguistic, and social factors when designing content and delivery methods for international student cohorts.

As a large international consortium of 26 countries and 133 higher-education institutions (HEIs), we successfully developed
and executed an online student survey during or directly after the initial peak of the COVID-19 pandemic. The COVID-19
International Student Well-being Study (C19 ISWS) is a cross-sectional multicountry study that collected data on highereducation
students during the COVID-19 outbreak in the spring of 2020. The dataset allows description of: (1) living
conditions, financial conditions, and academic workload before and during the COVID-19 outbreak; (2) the current level of
mental well-being and effects on healthy lifestyles; (3) perceived stressors; (4) resources (e.g., social support and economic
capital); (5) knowledge related to COVID-19; and (6) attitudes toward COVID-19 measures implemented by the government
and relevant HEI. The dataset additionally includes information about COVID-19 measures taken by the government and
HEI that were in place during the period of data collection. The collected data provide a comprehensive and comparative
dataset on student well-being.

Experimental statistics from the Student Experiences Insights Survey (SEIS) in England. Includes information on the mental health and well-being, behaviours, plans, and opinions of first year higher education students in the context of guidance on the coronavirus (COVID-19) pandemic.

Higher education is one of the ways to overcome social inequalities in rural areas in developing countries. This has led states to develop public policies aimed at access, retention and timely graduation of students in those sectors, yet the high drop-out rates among the rural student population, which were catalysed by COVID-19, prevent the intrinsic and extrinsic benefits of obtaining a higher education degree from materialising. Thus, the study of the phenomenon of dropout before and after the pandemic has not sufficiently addressed the economic issues raised by this phenomenon for the different actors at the educational level. The purpose of this paper is to model the economic effects of rural student dropout at the higher education level for students and families, Higher Education Institutions (HEIs) and the State, based on public policies for access to higher education, in the pandemic and post-pandemic scenario. In order to delimit the operationalisation of the proposed model, a set of undergraduate training programmes in Colombia was taken as a reference. System dynamics was used as the main modelling technique. The model was based on data from the 20 training programmes with the highest number of students enrolled in rural areas for the year 2019, by running three computational simulations. The results showed the description of the dynamic model and the financial effects of dropout for the actors of the educational level with the current policies of access to higher education, the scenario in which COVID-19 would not have occurred and the consolidation of the public policy of tuition fee exemption in public HEIs as a result of the pandemic. It was concluded that the model developed is very useful for the valuation of these economic effects and for decision-making on policies to be implemented, given that the costs of dropout are characterised by high costs for students and their families as well as for HEIs, and where it was determined that current policies are inefficient in preventing and mitigating dropout.

At the start of the 2020 school year, some colleges chose to reopen in person while others offered primarily online classes. We find that colleges responded to financial and other incentives largely as one might expect. Larger shares of revenue attributed to in-person activities, such as dorms and dining halls, led schools to reopen in person. In general, the share of revenue due to tuition and fees had little association with reopening in-person, which is consistent with the idea that the effect of the mode of reopening on enrollment was ambiguous. However, private schools experiencing financial distress due to tuition and fees were more likely to reopen in-person while public schools were less likely. Public colleges were influenced by political pressures and the fraction of students from out of state, while private schools responded to the severity of COVID in their local community.

The emergence of the COVID-19 pandemic resulted in abrupt disruptions in teaching and learning activities in higher education, with students from diverse programs suffering varying levels of anxieties. The physical education field happens to be one of the most affected academic areas due to its experiential content as a medium of instruction. In this study, we investigated the roles of school climate and coping strategies in the relationship between COVID-19 related knowledge and anxiety. Through the census approach, a cross-sectional sample of 760 students was administered a questionnaire in two universities offering Physical Education in Ghana: the University of Education, Winneba, and University of Cape Coast. The outcome of the study found a positive and significant link between COVID-19 knowledge and anxiety. Further, school climate and coping strategies significantly moderated the relationship between students’ COVID-19 knowledge and associated anxiety. The findings have implications for creating a conducive school environment that reduces the risk of COVID-19 infection and through students’ adoption of active coping strategies in an attempt to reduce psychological distress associated with COVID-19 anxiety.

Over 90 percent of respondents were of the opinion that it was their responsibility as parents to help their children with school activities. Unfortunately, 14 percent stated that during the coronavirus (COVID-19) pandemic, their child did not have access to education. For further information about the coronavirus (COVID-19) pandemic, please visit our dedicated Facts and Figures page.

The dataset presented provides valuable insights into the challenges faced by students in health-related programs during e-learning COVID-19 pandemic at the Global South. The methodology covers various aspects of e-learning, including virtual simulators, adaptability of learners and teachers, mental health, and time management. The purpose of this dataset is intended to enhance the understanding of managing learning systems in higher education and to be used by academia and governmental agencies in their decision-making processes to improve education, motivate curricula reforms, develop academic strategies, and acquire student-based needs learning tools. Moreover, the data process serves as an accessible learning tool for students interested in research, motivating them to replicate the methodology applied to their needs.

Additional file 1.

The majority of teachers surveyed for this study were overall confident that they would continue to use the digital knowledge acquired during the coronavirus (COVID-19) pandemic even when classes return to the face-to-face system. Only 11 percent of respondents believed that they would use their IT&C knowledge to a rather small extent after the pandemic.

In a survey conducted in early 2021 in the United States, 50 percent of parents said that since fall 2020, their children's learning environment has transitioned to being remote full-time due to the COVID-19 pandemic. A further 20 percent of parents reported that their children were learning via a hybrid method, using both in-person and remote learning.