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Shifting Patterns in Educational Philosophy and Policies during and after the Pandemic: How COVID-19 Changed the Game in Education

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Title: Shifting Patterns in Educational Philosophy and Policies during and after the Pandemic: How COVID-19 Changed the Game in Education
Language: English
Authors: Promethi Das Deep, Nitu Ghosh, Yixin Chen, Catherine Gaither
Source: International Education Studies. 2025 18(4):92-107.
Availability: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Educational Philosophy, Educational Policy, Educational Change, COVID-19, Pandemics, Guidelines, Research Reports, Policy Formation, Blended Learning, Models, Inclusion, Equal Education, Access to Education, Rural Areas, Low Income Students, Educational Technology, Technology Integration, Elementary Secondary Education
ISSN: 1913-9020
1913-9039
Abstract: The COVID-19 pandemic has changed the world in numerous ways, but one of the most impactful changes took place in education. The sudden shift from face-to-face learning to e-learning caught many institutions and instructors off guard and unprepared. It required not only adjustments to their educational practices but also to the policies and the educational philosophy employed during the crisis. This paper explores the changes in philosophy and policy that have specifically impacted higher education. The methodology used in this study was a scoping literature review using the Arksey and O'Malley's scoping review framework. Seventeenth articles were reviewed, and the results demonstrate the pandemic's dismal impact on students and how educators are making essential shifts in philosophical paradigms to incorporate new policies designed for flexible learning strategies. The results also identified major philosophy shifts toward blended learning models that are flexible, collaborative, and inclusive. Additionally, policy shifts include the need to address digital transformation and educational inequalities, particularly for students in rural and low-income communities. Finally, instructors must also be adequately trained in the most effective technologies and philosophical mindsets that can address the rapid changes unfolding in the post-pandemic world.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1479245
Database: ERIC
FullText Text:
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  Data: Shifting Patterns in Educational Philosophy and Policies during and after the Pandemic: How COVID-19 Changed the Game in Education
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  Data: <searchLink fieldCode="AR" term="%22Promethi+Das+Deep%22">Promethi Das Deep</searchLink><br /><searchLink fieldCode="AR" term="%22Nitu+Ghosh%22">Nitu Ghosh</searchLink><br /><searchLink fieldCode="AR" term="%22Yixin+Chen%22">Yixin Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Catherine+Gaither%22">Catherine Gaither</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Education+Studies%22"><i>International Education Studies</i></searchLink>. 2025 18(4):92-107.
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  Data: Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
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  Data: 16
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  Data: 1913-9020<br />1913-9039
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  Label: Abstract
  Group: Ab
  Data: The COVID-19 pandemic has changed the world in numerous ways, but one of the most impactful changes took place in education. The sudden shift from face-to-face learning to e-learning caught many institutions and instructors off guard and unprepared. It required not only adjustments to their educational practices but also to the policies and the educational philosophy employed during the crisis. This paper explores the changes in philosophy and policy that have specifically impacted higher education. The methodology used in this study was a scoping literature review using the Arksey and O'Malley's scoping review framework. Seventeenth articles were reviewed, and the results demonstrate the pandemic's dismal impact on students and how educators are making essential shifts in philosophical paradigms to incorporate new policies designed for flexible learning strategies. The results also identified major philosophy shifts toward blended learning models that are flexible, collaborative, and inclusive. Additionally, policy shifts include the need to address digital transformation and educational inequalities, particularly for students in rural and low-income communities. Finally, instructors must also be adequately trained in the most effective technologies and philosophical mindsets that can address the rapid changes unfolding in the post-pandemic world.
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  Data: EJ1479245
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      – Text: English
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        PageCount: 16
        StartPage: 92
    Subjects:
      – SubjectFull: Educational Philosophy
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Guidelines
        Type: general
      – SubjectFull: Research Reports
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      – SubjectFull: Policy Formation
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      – SubjectFull: Blended Learning
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      – SubjectFull: Models
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      – SubjectFull: Inclusion
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      – SubjectFull: Equal Education
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      – SubjectFull: Access to Education
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      – SubjectFull: Rural Areas
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      – SubjectFull: Low Income Students
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      – SubjectFull: Educational Technology
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      – SubjectFull: Technology Integration
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      – SubjectFull: Elementary Secondary Education
        Type: general
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      – TitleFull: Shifting Patterns in Educational Philosophy and Policies during and after the Pandemic: How COVID-19 Changed the Game in Education
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