The COVID-19 pandemic has brought about a significant transformation in the global educational landscape, which has far-reaching implications for learning systems. This study focuses on the impact of the pandemic on India’s education sector, exploring its long-term consequences. The research delves into the enduring effects of COVID-19 and how it has reshaped traditional educational methods. The Indian education system has undergone a dynamic evolution, from the rapid integration of digital technologies to the redefinition of pedagogical approaches. The study employs surveys to comprehensively assess the multifaceted dimensions of adaptation. By synthesizing qualitative insights from 386 respondents, the research aims to contribute to a better understanding of the challenges, opportunities, and long-term implications of COVID-19. The hypothesis results show a significant difference among genders for factors 2 (consequences of COVID-19 on teachers, students, and teaching), 3 (impact of COVID-19 on education), and 4 (education system responses to COVID-19). In contrast, factor 3 is significant for education. Likewise, awareness factors 1 and 3 show that factors 1 (policies and strategies on education during COVID-19) and 5 (possible solutions and implementation) are significant for an application. Finally, binary logistic regression demonstrates that for gender factors three, education factors four, and five, online participation is significant for awareness factors one, three, and four. However, all of the factors are insignificant for an application. These findings can guide policy decisions, inform educational practices, and lay a valuable foundation for future research endeavours to shape a resilient, equitable, and innovative educational future.

pandemic; COVID-19; education; Binary Logistic Regression; factor analysis

Agarwal, A., Sharma, S., Kumar, V., et al. (2021). Effect of E-learning on public health and environment during COVID-19 lockdown. Big Data Mining and Analytics, 4(2), 104–115. https://doi.org/10.26599/bdma.2020.9020014

Andersen, S. C., & Nielsen, H. S. (2019). Learning from Performance Information. Journal of Public Administration Research and Theory, 30(3), 415–431. https://doi.org/10.1093/jopart/muz036

Aucejo, E. M., French, J., Ugalde Araya, M. P., et al. (2020). The impact of COVID19 on student experiences and expectations: Evidence from a survey. Journal of Public Economics, 191, 104271. https://doi.org/10.1016/j. jpubeco.2020.104271

Bokde, V., Kharbikar, H. L., Roy, M. L., et al. (2020). Possible impacts of COVID-19 pandemic and lockdown on education sector in India. Food and Scientific Reports, 1(Special Issue), 30-33.

Brummet, Q. (2014). The effect of school closings on student achievement. Journal of Public Economics, 119, 108–124. https://doi.org/10.1016/j.jpubeco.2014.06.010

Cao, W., Fang, Z., Hou, G., et al. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. https://doi.org/10.1016/j.psychres.2020.112934

Cook, D. A. (2009). The failure of e-learning research to inform educational practice, and what we can do about it. Medical Teacher, 31(2), 158–162. https://doi.org/10.1080/01421590802691393

Dar, S. A., & Lone, N. A. (2021). Impact of COVID 19 on education in India. In Kala: The Journal of Indian Art History Congress, 26(2), 46-55.

Faisal, S. (2022). Job embeddedness and its connection with person-organization fit among Saudi Arabian employees. Management, 20(2), 348-360. https://doi.org/10.21511/ppm.20(2).2022.29

Faisal, S., & Naushad, M. (2021). The empirical evidence on negating turnover intentions among academicians. Problems and Perspectives in Management, 19(4), 270-282. https://doi.org/10.21511/ppm.19(4).2021.22

Fredriksson, P., Hensvik, L., & Skans, O. N. (2018). Mismatch of Talent: Evidence on Match Quality, Entry Wages, and Job Mobility. American Economic Review, 108(11), 3303–3338. https://doi.org/10.1257/aer.20160848

Gape, P. C., Gape, D., & Gape, A. (2021). Higher education in India: Challenges and opportunities of the COVID-19 pandemic. Asian Journal of Distance Education, 16(1), 54-73.

Hasan, N., & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on psychological distress among college students during COVID-19 pandemic: A mediating role of “fear of academic year loss.” Children and Youth Services Review, 118, 105355. https://doi.org/10.1016/j.childyouth.2020.105355

Impact of Coronavirus Pandemic on Education. (2020). Journal of Education and Practice. https://doi.org/10.7176/jep/11-13-12

Joshi, V. A., & Gupta, I. (2021). Assessing the impact of the COVID-19 pandemic on hospitality and tourism education in India and preparing for the new normal. Worldwide Hospitality and Tourism Themes, 13(5), 622–635. https://doi.org/10.1108/whatt-05-2021-0068

Kapasia, N., Paul, P., Roy, A., et al. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, 116, 105194. https://doi.org/10.1016/j.childyouth.2020.105194

Khan, A. M., & Khan, U. (2016). Feasibility of Precision Farming Techniques in India. IJABER (International Journal of Applied Business and Economics Research) Serial Publications, India, 14(6).

Khan, U. (2022). A Study on the Contribution of Saudi Citizens Towards Sustainable Development Goals in the Attainment of Environmental Sustainability. International Journal of Sustainable Development and Planning, 17(8), 2593–2600. https://doi.org/10.18280/ijsdp.170828

Khan, U., Haque, M. I., & Khan, A. M. (2020). Environmental Sustainability awareness in the Kingdom of Saudi Arabia. Journal of Asian Finance, Economics and Business. 7(9), 687-695. https://doi.org/10.13106/jafeb.2020.vol7.no9.687

Khan, U., Khan, A. M., Alkatheery, N., et al. (2021). Pandemic and its effect on professional environment on the Kingdom of Saudi Arabia. Environmental Science and Pollution Research, 28(30), 41162–41168. https://doi.org/10.1007/s11356-021-13501-9

Larsen, M. F. (2020). Does closing schools close doors? The effect of high school closings on achievement and attainment. Economics of Education Review, 76, 101980. https://doi.org/10.1016/j.econedurev.2020.101980

Lee, J. (2020). Reflections Features Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health. Available online: https://doi.org/10.1016/S2352-4642(20)30109-7 (accessed on 8 November 2023).

Odriozola-González, P., Planchuelo-Gómez, Á., Irurtia, M. J., et al. (2020). Psychological effects of the COVID-19 outbreak and lockdown among students and workers of a Spanish university. Psychiatry Research, 290, 113108. https://doi.org/10.1016/j.psychres.2020.113108

Oreopoulos, P., Page, M. E., & Stevens, A. H. (2006). The Intergenerational Effects of Compulsory Schooling. Journal of Labor Economics, 24(4), 729–760. https://doi.org/10.1086/506484

Panakaje, N., Rahiman, H. U., Rabbani, M. R., et al. (2022). COVID-19 and its impact on educational environment in India. Environmental Science and Pollution Research, 29(19), 27788–27804. https://doi.org/10.1007/s11356-021-15306-2

Piopiunik, M., Schwerdt, G., Simon, L., et al. (2020). Skills, signals, and employability: An experimental investigation. European Economic Review, 123, 103374. https://doi.org/10.1016/j.euroecorev.2020.103374

Pujari, D. R. (2020). Impact of CORONA Virus on Indian Education Systems. UGC Care Journal, 31, 1-3.

Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 Pandemic on Higher Education and Research. Indian Journal of Human Development, 14(2), 340–343. https://doi.org/10.1177/0973703020946700

Rawal, M. (2021). An analysis of COVID-19 impacts on Indian education system. Educational Resurgence Journal, 2(5), 35-40.

Saha, J., Barman, B., & Chouhan, P. (2020). Lockdown for COVID-19 and its impact on community mobility in India: An analysis of the COVID-19 Community Mobility Reports, 2020. Children and Youth Services Review, 116, 105160. https://doi.org/10.1016/j.childyouth.2020.105160

Sahoo, K. K., Muduli, K. K., Luhach, A. Kr., et al. (2021). Pandemic COVID-19: An empirical analysis of impact on Indian higher education system. Journal of Statistics and Management Systems, 24(2), 341–355. https://doi.org/10.1080/09720510.2021.1875571

Salvanes, K. G., & Bjorklund, A. (2010). Education and Family Background: Mechanisms and Policies. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.1620398

Sharma, P., Chowdhury, K., Kumar, S., et al. (2022). A pilot study regarding the consequences of the COVID-19 pandemic on healthcare education in India and the implications. Advances in Human Biology, 12(2), 180-189. https://doi.org/10.4103/aihb.aihb_34_22

Tarkar, P. (2020). Impact of COVID-19 pandemic on education system. International Journal of Advanced Science and Technology, 29(9), 3812-3814.

Tilak, J. B. G., & Kumar, A. G. (2022). Policy Changes in Global Higher Education: What Lessons Do We Learn from the COVID-19 Pandemic? Higher Education Policy, 35(3), 610–628. https://doi.org/10.1057/s41307-022-00266-0

U.N. (2020) Policy Brief: Education during COVID-19 and beyond. Available online: https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf (accessed on 12 November 2023).

UNESCO (2020b). UNESCO Rallies International Organizations, Civil Society and Private Sector Partners in a Broad Coalition to Ensure #Learning Never Stops. UNESCO. https://en.unesco.org/news/unesco-rallies-international-organizations-civil-society-and-private-sector-partners-broad

UNESCO. (2020). 290 Million Students Stay Home due to Coronavirus. Available online: https://learningenglish.voanews.com/a/unesco-290-million-students-stay-home-due-to-coronavirus/5317148.html (accessed on 1 February 2024).

Weuffen, S., Burke, J., Plunkett, M., et al. (2023). Inclusion, Equity, Diversity, and Social Justice in Education. In: Sustainable Development Goals Series. Springer Nature Singapore. https://doi.org/10.1007/978-981-19-5008-7

Ye, Z., Yang, X., Zeng, C., et al. (2020). Resilience, Social Support, and Coping as Mediators between COVID‐19‐related Stressful Experiences and Acute Stress Disorder among College Students in China. Applied Psychology: Health and Well-Being, 12(4), 1074–1094. Portico. https://doi.org/10.1111/aphw.12211

Zhu, X., & Liu, J. (2020). Education in and After Covid-19: Immediate Responses and Long-Term Visions. Postdigital Science and Education, 2(3), 695–699. https://doi.org/10.1007/s42438-020-00126-3