Editorial: Learning in times of COVID-19: students', families', and educators' perspectives

Journal article

Whilst writing this editorial, we are looking back at almost 2 years of crisis due to the COVID-19-pandemic. From a first unprecedented lockdown in March 2020, after the first cases of this new virus disease were detected, to a series of more lockdowns, and hygiene regulations, it seems worthwhile to summarize findings that shed light on the situation of the education system. The present special issue on “Learning in times of COVID-19: Students', Families', and Educators' Perspectives” contains a collection of international empirical papers that analyze the situation of schoolteachers, pupils, university teachers, students, children, and parents. It offers insights into the situations of countries that had comparatively mild measures in place (e.g., Switzerland; cf. Garrote et al.; Helm and Huber) to countries that imposed weeks-long national lockdowns that completely isolated the country (such as Australia; cf. Martin et al.). Worldwide, parents had to juggle working from home while homeschooling or watching their children at the same time. Teachers and pupils had to move lessons online and get used to remote teaching formats. The same happened to university teachers and students around the world. Now, there is a generation of young people who have hardly seen their educational institution from the inside for the past 2 years and who, not to mention, suffered from severe contact restrictions that, in some cases, led to extreme social isolation. All of this was embedded in a situation of uncertainty regarding how the crisis would develop. The current special issue includes 40 research articles from all over the world that examined consequences of the pandemic in the educational context from multiple perspectives. Below, we present the articles according to four themes, pertaining to the situation of families, pupils, teachers and schools, and university students.

Authors: Gehrer, K; Fackler, S; Street, KS; Gnambs, T; Lindorff, AM

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Frontiers Media
• Journal: Frontiers in Psychology
• Volume: 13
• Article number: 915250
• Publication date: 2022-01-01
• Acceptance date: 2022-04-11
• DOI: 10.3389/fpsyg.2022.915250
• EISSN: 1664-1078
• Pmid: 35664203
• Language: English
• Keywords: student-teacher relationships; home learning; COVID-19; FFR; distance learning; learning; digital teaching and learning