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Governing Laboratory Education in the Post-Pandemic Era: A Multi-Level Governance Framework

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Title: Governing Laboratory Education in the Post-Pandemic Era: A Multi-Level Governance Framework
Language: English
Authors: Wang Lei (ORCID 0009-0000-9223-6560), Mohammed Hussain Alharbi (ORCID 0000-0003-4968-2594), Zhang Yu (ORCID 0009-0006-8762-5282), Mazeyanti Mohd Ariffin (ORCID 0009-0009-4512-5185), Meshal Shutaywi (ORCID 0000-0003-1454-2962)
Source: European Journal of Education. 2026 61(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Governance, COVID-19, Pandemics, Laboratory Experiments, Medical Schools, Foreign Countries, Medical Education, Universities, Models
Geographic Terms: China
DOI: 10.1111/ejed.70430
ISSN: 0141-8211
1465-3435
Abstract: The COVID-19 pandemic exposed profound governance challenges in laboratory-based education, particularly in medical schools where practical training is essential for developing competent health professionals. Although existing studies have documented a range of pedagogical and technological adaptations, relatively little attention has been paid to the governance processes that shape how laboratory teaching is coordinated, regulated and enacted across multiple levels. This article advances a Multi-Level Governance (MLG)--based methodological framework designed to guide future research on post-pandemic laboratory education. Rather than presenting a full empirical study, the paper develops a structured methodological agenda--integrating macro-level policy analysis, meso-level institutional inquiry and micro-level qualitative investigation--and includes a brief illustrative vignette from a Chinese medical university to demonstrate how the framework can be operationalised. The approach emphasises translation, interaction and feedback across governance levels and outlines methodological pathways for understanding how laboratory education can contribute to broader goals related to public health, educational equity and sustainable improvements in teaching quality. Ultimately, the framework aims to support comparative, longitudinal and multi-level research capable of capturing the complexity of governing laboratory teaching in the post-COVID era.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497971
Database: ERIC
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  Data: Governing Laboratory Education in the Post-Pandemic Era: A Multi-Level Governance Framework
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  Data: <searchLink fieldCode="AR" term="%22Wang+Lei%22">Wang Lei</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-9223-6560">0009-0000-9223-6560</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mohammed+Hussain+Alharbi%22">Mohammed Hussain Alharbi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4968-2594">0000-0003-4968-2594</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhang+Yu%22">Zhang Yu</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-8762-5282">0009-0006-8762-5282</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mazeyanti+Mohd+Ariffin%22">Mazeyanti Mohd Ariffin</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-4512-5185">0009-0009-4512-5185</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meshal+Shutaywi%22">Meshal Shutaywi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1454-2962">0000-0003-1454-2962</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2026 61(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Governance%22">Governance</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratory+Experiments%22">Laboratory Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Schools%22">Medical Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1111/ejed.70430
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  Data: 0141-8211<br />1465-3435
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  Data: The COVID-19 pandemic exposed profound governance challenges in laboratory-based education, particularly in medical schools where practical training is essential for developing competent health professionals. Although existing studies have documented a range of pedagogical and technological adaptations, relatively little attention has been paid to the governance processes that shape how laboratory teaching is coordinated, regulated and enacted across multiple levels. This article advances a Multi-Level Governance (MLG)--based methodological framework designed to guide future research on post-pandemic laboratory education. Rather than presenting a full empirical study, the paper develops a structured methodological agenda--integrating macro-level policy analysis, meso-level institutional inquiry and micro-level qualitative investigation--and includes a brief illustrative vignette from a Chinese medical university to demonstrate how the framework can be operationalised. The approach emphasises translation, interaction and feedback across governance levels and outlines methodological pathways for understanding how laboratory education can contribute to broader goals related to public health, educational equity and sustainable improvements in teaching quality. Ultimately, the framework aims to support comparative, longitudinal and multi-level research capable of capturing the complexity of governing laboratory teaching in the post-COVID era.
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  Data: 2026
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  Data: EJ1497971
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      – SubjectFull: Pandemics
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      – SubjectFull: Laboratory Experiments
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