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Published on: November 5, 2021
EU27 Higher Education Institutions and COVID-19, Year 2020
Sónia Rolland Sobral1, Natacha Jesus-Silva2, Abílio Cardoso1
1REMIT (Research on Economics, Management and Information Technologies), Universidade Portucalense, 4200 Porto, Portugal.
Summary
The COVID-19 pandemic shifted higher education online, presenting challenges in pedagogy and technology. This analysis of 2020 research highlights key concerns and future directions for academic institutions.
Area of Science:
- Higher Education Studies
- Pandemic Impact on Academia
- Educational Technology Research
Background:
- The COVID-19 pandemic necessitated a rapid transition from traditional face-to-face instruction to emergency remote teaching in higher education institutions.
- This shift introduced significant challenges related to pedagogical strategies, reliance on digital platforms, and evolving relationships among students, faculty, and administration.
- Uncertainty and the abrupt nature of these changes prompted diverse institutional responses and strategic adaptations.
Purpose of the Study:
- To analyze the scientific output concerning higher education within EU27 institutions during the 2020 COVID-19 pandemic.
- To identify the primary research themes and concerns addressed in academic publications during this period.
- To provide insights for future research and strategic planning in higher education.
Main Methods:
- A systematic review of scientific articles published in 2020 focusing on higher education in EU27 countries.
- Data was sourced from journals indexed in Clarivate Analytics' Web of Science and Elsevier's Scopus databases.
- A sample of 22 articles was analyzed to identify publication trends and thematic focuses.
Main Results:
- The analyzed research was published across 19 different academic journals.
- The dominant themes identified were Higher Education, COVID-19, and distance learning.
- The study revealed a broad spectrum of concerns, reflecting the multifaceted impact of the pandemic on higher education institutions (HEIs).
Conclusions:
- The findings underscore the significant disruption caused by the pandemic to higher education.
- Distance learning emerged as a critical area of focus, necessitating new pedagogical approaches and technological infrastructure.
- This research serves as a valuable resource for understanding the immediate academic response to the crisis and informing future resilience strategies for HEIs.
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