The Case of the Case: The Writing and Application of the Method

Este caso objetiva promover uma reflexao sobre o processo de escrita de casos para ensino e direcionamentos para aplicação do método. Em 2020, João Luiz Marinho, doutorando em Administração na Universidade do Aprendizado (UNIAPRE), foi desafiado pelo professor Fernando a escrever o seu primeiro caso para ensino para aplicação na disciplina de Estratégias Organizacionais, da qual era estagiário em docencia. Porém, muitos questionamentos sobre a construção e aplicação de casos para ensino sondavam os pensamentos de João, uma vez que este nao tinha experiencias anteriores com o método, possuía pouca prática na docencia e a migração das aulas para a modalidade on-line era novidade. Assim, a proposta foi fazer com que os alunos se colocassem no lugar de João, a fim de propiciar um debate sobre a escrita e aplicação de um caso para ensino na modalidade on-line. Sugere-se sua aplicação nos cursos de pos-graduaçâo lato sensu e stricto sensu em Administração, nas disciplinas de Metodologia e Casos para Ensino.Alternate :This case aims to promote a reflection on the teaching case writing process and directions for applying the method. In 2020, João Luiz Marinho, a doctoral candidate in Administration at the University of Learning (UNIAPRE), was challenged by Professor Fernando to write his first teaching case for application in the Organizational Strategies discipline, of which he was an intern in teaching. However, many questions about the construction and application of teaching cases probed João's thoughts, since he had no previous experience with the method, he had little practice in teaching, and the migration of classes to the online mode was very new. Thus, the proposal is to make students put themselves in João's place, in order to provide a debate on the writing and application of a case for online teaching. It is suggested that it be applied in lato sensu and stricto sensu graduate courses in Administration in the disciplines of Methodology and Teaching Cases.

Active learning: the reformulation of learning/teaching methodology in Design Theory

Higher education, as well as other levels of education, face a major problem: the focus, and sometimes interest, of students during classes. Increasingly, students' focus time is shorter and the COVID-19 pandemic has only exacerbated this problem. Currently, keeping a student attentive and motivated throughout the class is not an easy task. The problem worsens when the theoretical classes are too long. In this sense, it is urgent to change the teaching methods in order to make, not only, the class more pleasant but also to keep the student and professor motivated. Thus, the article aims to present a more dynamic way of teaching a theoretical subject in order to increase student involvement and interaction during class. © 2023 IEEE.

‘The one thing guaranteed in life and yet they won't teach you about it': The case for mandatory grief education in UK schools

Nearly all British children are bereaved of someone close to them by the time they turn 16 and, with the Covid-19 pandemic and world humanitarian crises across the news and social media, they are being exposed to more anxiety about death than ever before. Learners need to be taught about grief and death to prepare them to manage bereavement and support others. As it stands, although teaching resources exist and some curriculum guidance documents mention loss or death, there is no statutory requirement for schools anywhere in the UK to cover grief or bereavement and many pupils have no classes about these difficult topics. This article consolidates the case for grief education in schools. We discuss six key questions to examine evidence that children benefit from talking about grief, death and loss;the current provision for grief education in UK schools;the obstacles to teaching these topics and ways to overcome them;and the potential further implications of a policy change. Following the lead of child bereavement charities, research and new national reports on UK bereavement support, we demonstrate the need for mandatory grief education in all four countries of the UK and offer evidence-based recommendations for its implementation. © 2023, Cruse Bereavement Care. All rights reserved.

Italian Hospital Teachers' Perceptions of Technological and Methodological Innovations after the COVID-19 Pandemic

The COVID-19 pandemic has had a significant long-term impact on education worldwide. In many countries, schools and universities experienced a rapid switch to emergency remote teaching and learning (ERTL), which affected many education systems in the 2020–21 school year. This was true for the Italian educational context as a whole, including School in Hospital (SiHo) services. This study explored how the SiHo functioned in Italy during the 2020–2021 school year. The aim was to explore what, if any, changes the emergency brought about in educational practices and in the adoption of technologies in this specific context, with a particular focus on any differences between school levels. The study was conducted with 252 SiHo teachers using a questionnaire format. The results showed that after the forced adoption of distance modes during the spring 2020, face-to-face teaching returned to be the prevalent mode in the 2020–2021 school year, with some exceptions for upper-secondary school students (covered by ministerial provisions). The teaching approach that SiHO teachers prefer, both for face-to-face and distance lessons, remains frontal instruction, probably given the particular needs of their students. Younger students probably experienced the most significant changes due to the limits imposed on interpersonal contact in hospitals, which prevented group work and play, previously commonly adopted by kindergarten and primary school teachers. In terms of technology integration in educational practice, teachers stated that they had acquired greater competence in the use of a variety of technological resources. © 2023 The Author(s).

Methodology for Virtual Education of Clinical Engineering through the Implementation of Digital Tools for Simulated Scenarios and International Collaboration

The Covid-19 global pandemic has represented a challenge for education, which had to migrate to virtual environments. Universities adopted different teaching methods to keep contributing to the growth of the professionals in various fields. In this context, the Biomedical Engineering program of the Pontificia Universidad Catolica del Peru and the Universidad Peruana Cayetano Heredia had to change or adapt the methodology of the courses included in its curriculum in order to reach the learning objectives. This paper presents a methodology for an innovative approach of simulated scenarios using digital tools for the virtual teaching of Clinical Engineering. The learning results achieved in two semesters of implementation of the methodology, during 2020 and 2021, were measured by means of a survey applied to the students at the end of the course. Obtaining achievement results above 76 % and improvement opportunities that would be useful for the next version of this course and for the replication of the methodology in other universities. © 2023 IEEE.

MULTILINGUAL COMMUNITIES ENGAGING IN DISTANCE LEARNING: What Lessons Can Be Learned?

While distance education technology combines individual locations virtually, distance education communities are shaped by how participants share resources. Distance education communities are established over time through overlapping spheres of influence. Research is needed that considers how transnational families and students are either invited or discouraged from sharing their linguistic and cultural resources within distance education communities. This article describes the results of a 2-year qualitative study that examined distance education communities containing transnational multilingual elementary students and families. This article discusses factors that should be considered when supporting distance education programs.

Teacher-efficacy as a complex web: Lessons from a qualitative case study on the transition of military faculty to emergency remote teaching during COVID-19

Although scholars have well-established the benefits of higher teacher-efficacy, the lack of literature regarding the sources and influences of these self-beliefs has led to an overly-reductionistic view of the construct. A teacher's sense of efficacy is a multifaceted entity which involves the interplay of various factors individuals leverage to formulate their judgement of their abilities. These influencers include a combination of internal elements such as an individual's previous experiences or social interactions, and external elements such as the environmental context or surroundings. The aim of this study was to explore the intricacies of the teacher-efficacy development process as situated during a crisis event. Crises, such as the COVID-19 pandemic, are ominous in that they tend to be volatile, uncertain, complex, and ambiguous (VUCA). With the crisis in mind, this study involved an ecological examination of the teacher efficacy construct concerning a group of professional military education personnel during the transition to emergency remote teaching during the COVID-19 pandemic. The goal of this study was to illuminate patterns and themes from within the data by comparing (1) the design context, principles, and design team choices to promote efficacy development during the pandemic with (2) how the course graduates perceived their efficacy.The exploratory nature of this single case qualitative study involved a constant comparative analysis of semi-structured interview protocols with seven participants, archived documents of curriculum artifacts and course materials, and analytic memos. The participants consisted of three course design team members, who planned and implemented the professional development (PD) course, and four military faculty course graduates, who completed the PD and taught their first virtual teaching session. The result of using an inductive analytical approach revealed three interconnected themes that facilitated the efficacy-building process. The consistency in the data exposed that the degree to which the participants perceived authenticity in the curriculum, their ability to harness collaborative engagement among colleagues and faculty, and their opportunity to source prior exposures to handling disruptions and change intertwined to influence the developmental effort. The implications of this study counter the dominant narrative in the literature that teacher-efficacy is a linear, simplistic process. Instead, scholars and practitioners might approach efficacy-building using a collection of biological, psychological, and social influencers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Mathematics Education in Africa: The Fourth Industrial Revolution

This book is about mathematics teaching and learning in Africa during the Fourth Industrial Revolution. The Fourth Industrial Revolution (4IR) has evolved to utilize new technologies in the teaching and learning of Mathematics. It is characterized by the fusion of the biological, physical and digital worlds and embodies a new era of innovation in mathematics education, leading to the rapid emergence of new technologies for mathematics teaching and learning. Because 4IR in mathematics education is happening differently in various parts of Africa, the authors of the various chapters in this volume have positioned their work in their respective local contexts. The chapters address a wide variety of interests, concerns, and implications regarding 4IR and Mathematics Education in Africa. Additionally, a number of chapters address teaching mathematics in the context of the COVID-19 pandemic that has gripped the world. Other chapters discuss the implications of inequalities in Africa that effect mathematics education during 4IR. Chapters also incorporate arguments, observations, and suggestions to, improve and transform the teaching and learning of mathematics in Africa during the 4IR. This book highlights a new era of innovation in mathematics education in the context of the Fourth Industrial Revolution, leading to the rapid emergence of new technologies in mathematics teaching and learning. It is a valuable resource for graduate students, people with research interests in the fourth industrial revolution and mathematics educators at any level, including all mathematics teachers;mathematics education curriculum designers and policymakers. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Response to the impact of COVID-19 by health professions education institutions in Africa: a case study on preparedness for remote learning and teaching

BackgroundAfrica, like other parts of the world, continuously strives to deliver quality health professions education. These efforts are influenced to a larger extent by the socio-economic and cultural context of the region, but also by what happens globally. The global disruption caused by the COVID-19 pandemic in 2020 necessitated the implementation of emergency remote teaching to continue delivering on the mandate of educating future health professionals. The purpose of this research was to describe the response of selected health professions education institutions in Southern Africa to the impact of COVID-19 and their preparedness for remote learning and teaching.MethodsA case study design was applied using an adapted ADKAR model as a conceptual framework for data interpretation. The purposively selected study population consisted of educators, students, and administrators in undergraduate medical and nursing programmes from six institutions in five countries.ResultsA total of 1307 respondents provided data for the study. Many of the institutions were caught off-guard when most educators and almost all students were required to leave their universities and go home. Stakeholders immediately became aware of the need to adopt online approaches as an emergency measure. In all programmes, educators, students, and administrators agreed that change was desired, and students realised that they had to take charge of their own learning independently. Overall educators reported confidence in the ability to use of standard Microsoft software, while knowledge of learning management systems proved more challenging for both educators and students. Many stakeholders, especially students and administrators, reported uncertainty about their ability to function in the new reality. Conducive family dynamics, a quiet space to study, good connectivity, a reliable electricity supply and appropriate devices were reported to reinforce learning and teaching.ConclusionsThe findings highlight the need for higher education institutions to prepare for alternative modes to face-to-face learning and teaching approaches with the ultimate aim of transitioning to full online learning more expeditiously. This requires scaling up educational infrastructure, prioritising strategic directives driving continuous professional development of educators and fostering co-constructivist approaches towards student centered education.

Investigation on health and professional consciousness and mental health of military medical students during coronavirus disease 2019 epidemic

Objective To understand the health and professional consciousness and mental health of military medical students during coronavirus disease 2019 (COVID-19) epidemic. Methods From Feb. 17 to Feb. 20, 2020, an electronic questionnaire was used to investigate the attitudes and coping styles of military medical students towards quarantine and delay of school opening, their attitudes towards online teaching, and health and professional consciousness during COVID-19 epidemic;and their mental health status was scored by symptom checklist 90 (SCL-90). Results A total of 2 736 valid questionnaires were collected. The students basically understood and agreed with the quarantine and delay of school opening during the epidemic, and 70.83% (1 938/2 736) supported online teaching. During the quarantine period, 85.31% (2 334/2 736) of the students chose to listen to music or watch TV series for relaxation, and 64.69% (1 770/2 736) insisted on learning, reading literatures or writing papers. Students could basically form the habits of washing hands frequently and wearing masks, and their consciousness of health protection was higher than that before the epidemic. For military medical students, their professional beliefs and determination have been strengthened during the epidemic, and many students wanted to join in the fight against the epidemic. The survey found that 12.94% (354/2 736) of the students had mental health symptoms, and the top 3 SCL-90 factors were obsessive-compulsive disorder (78.53%, 278/354), interpersonal sensitivity (64.12%, 227/354), and depression (44.07%, 156/354). Conclusion During the epidemic, military medical students can generally adapt to the difficult environment and improve themselves. The mental health problems of military medical students have their own characteristics, special attention must to be paid, and the humanistic education of medical students should be strengthened.Copyright © 2022, Second Military Medical University Press. All rights reserved.

Teaching demands and resources: early childhood teachers' experiences of remote and hybrid instruction during COVID-19 in the United States

Anchored in the Job Demands-Resources (JD-R) model, this study investigated the remote and hybrid teaching experiences of seven early childhood teachers (teaching preschool-1st grade) during the 2020-2021 school year amidst COVID-19 in the United States. They were all female (Age = 33-54 years, M = 44 years). Each teacher was interviewed for 30-60 min (M = 40 min) virtually via Zoom. Thematic analysis of the data revealed three main themes linked to teaching demands: (1) the challenge of implementing developmentally appropriate practice effectively, (2) the difficulty of managing the increased teaching workload, and (3) the barriers to promoting student engagement. It also highlighted two salient themes related to teaching resources: (1) institutional support, and (2) emotional support from the students' parents. Embedded within institutional support, there were two distinct types: (1) vertical support, referring to the professional and emotional support from education leaders, and (2) horizontal support, referring to the instrumental and emotional support from fellow teachers.

APPLICATION AND FEASIBILITY OF VARIOUS TEACHING TOOLS USED IN ONLINE CLASSES DURING COVID-19 IN TERTIARY EDUCATION

The study compares the effectiveness, popularity, and ease of applicability of different learning tools in virtual classrooms among university teachers and students concerning the users' technological literacy and training, as well as equipment support offered by the universities during the pandemic. Comparisons between face-to-face teaching in classrooms and online virtual classrooms will be drawn concerning limitations, incentives, motivation, and effectiveness toward learning. This study also leads to the question of future course development by exploring the possibility of course design and assessment restructuring with a switch to online education with the new mode of technology as the trend.

Understanding Chinese students' online learning experiences with emergency remote teaching: a case study

Despite the growing body of research on college students' online learning experiences during the COVID-19 pandemic, little is known about how individual students perceive and experience emergency remote teaching in China. To fill this gap, this study seeks to explore college students' perceptions of emergency remote teaching as well as the factors deemed favourable and unfavourable to online learning. This study, adopting a photo elicitation method, investigated four college students' online learning experiences in an emergency remote instruction context. Our study revealed that students went through three stages of online learning and their perceptions of emergency remote teaching changed from one stage to another. Additionally, student-content interaction, strong teacher support and a high-level of digital inclusion were three factors that facilitated effective online learning, whereas lack of interaction with teachers and peers and dormitory confinement were two factors perceived as hindrance. The study explored possible explanations of the findings and made pedagogical recommendations to foster online learning success. The study bears significance for teachers and administrators practicing technology-supported teaching activities amid and beyond the pandemic.

Research and Teaching in a Pandemic World: The Challenges of Establishing Academic Identities During Times of Crisis

This book adopts collaborative autoethnography as its methodology, and presents the collective witnessing of experiences of the COVID-19 pandemic within the higher education sector. Through the presentation of staff and student experiences and what was learnt from them, the authors examine the global phenomenon that is the COVID-19 pandemic through the purposeful exploration of their own experiences. This book presents an overall argument about the state of higher education in the middle of the pandemic and highlights academic issues and region-specific challenges. The reflections presented in this book offer insights for other staff and students, as well as academic policy-makers, regarding the pandemic experiences of those within academia. It also offers practical suggestions as to how we as a global community can move forward post-pandemic. © The Editor(s)(if applicable)and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Introduction to the COVID-19 Pandemic and Its Impact on Higher Education

This chapter investigates the wide-reaching impact of the COVID-19 pandemic on higher education. It collates surveys conducted by large organizations to assess the effects of the pandemic on academia. The chapter then discusses changes in academic workload among academic staff and their consequences for retention and burnout. It then turns to the perspectives of academics and students in relation to remote learning and research collaboration. Finally, the chapter touches on the long-term ramifications that pandemic-related restrictions may have for academic identity and higher education. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Experience of Baricitinib in a Real-World Population with Efficacy and Side Effects: A South London Regional Analysis

Background/Aims Baricitinib is the most common Janus Kinase inhibitor (JAKi) used in the treatment of rheumatological conditions. Whilst randomised controlled trials have demonstrated the efficacy and safety profile of baricitinib, real-world data on the experience of JAKi use in clinical practice is lacking. The aim of this analysis was to evaluate baricitinib use in a real-world patient population in South London. Methods We looked at two rheumatology departments in South London (St George's Hospital;a tertiary teaching centre and Kingston Hospital;a district general hospital). All patients prescribed baricitinib between January 2017 to June 2022 were included. A retrospective assessment of electronic patient notes was performed to evaluate disease activity (determined by DAS-28 scores at baseline, 3-6 months and presently);adverse effects including side effects, rates of and reasons for discontinuation;and prescribing practice, including previous use of other biological disease modifying anti-rheumatic drugs (bDMARDs). Baseline data including age, gender, co-morbidities and rheumatological diagnoses were also included. Results 233 patients were included in this evaluation, with seropositive rheumatoid arthritis being the most common diagnosis (58%) and with a significant female population (87%). Baricitinib improved average DAS-28 scores from 5.75 (range 3.57-8.3) at baseline to 3.23 (range 0.28-7.49) at 3-6 months post-baricitinib, with the most recent DAS-28 score of 2.90 (range 0.56-6.77). Rates of adverse effects were low as shown in Table 1. Baricitinib was discontinued in 60/233 patients, with average duration to discontinuation of 9.5 months. The most common reasons for discontinuation were: ineffective disease control (28/60), recurrent bacterial infection (5/60), deranged liver function (3/60) and venous thromboembolism (2/60). Eight patients died whilst taking baricitinib. Where documented, the causes of death were Covid-19 (4/8) and malignancy (1/8). 110 out of 233 patients had received other bDMARDs before starting baricitinib. Documented reasons for baricitinib choice over tumour necrosis factor inhibitors (TNFi) included: previous lack of response to TNFi (89/233), contra-indication to TNFi (11/233) and preference of oral route (10/ 233). Conclusion Our real-world study of JAKi use shows that baricitinib is efficacious in the treatment of rheumatological conditions. Moreover, baricitinib is well tolerated, with low rates of adverse effects and subsequent discontinuation. (Table Presented).

Integrating peer support within NHS clinics: a London Fast-Track Cities Initiative (FTCI) project

Background: BHIVA Standards of Care for people living with HIV (PLWH) include quality statements and auditable outcomes for peer-support pathways to improve selfmanagement and engagement in care. FTCI London convened 3-year 'improvement collaborative' projects between HIV charities and NHS clinics. Chelsea and Westminster Hospital (CWHFT) supported the implementation of this initiative to 4 London HIV clinics with a cohort of >10,000 PLWH. We here illustrate the results of this initiative to date. Method(s): Positively UK, NAZ Project, Plus Health and CWHFT trialled approaches to integrating in-clinic peersupport pathways, with the aim of having >90% of those accessing peer-support retained in care, with a VL<50. 3 peer-supporters (2 FTE posts) received NHS honorary contracts, emails and the ability to log interventions within the Trust's EPR. Data on peer-support attendance and outcomes were collected from the EPR into an encrypted NHS database. Result(s): Although planned as an in-person initiative, the COVID-19 pandemic led to a shift to fully remote support and delayed project initiation to 7/2020, when email referrals commenced for newly diagnosed and those identified as being at risk of lost to follow up (LTFU). Referrals reached 4.4/month within the first 3 months. Initiatives such as MDT, focus group participation, staff teaching, and physical presence in clinics increased referrals to 7/month by 4/2021 and 12/month by 11/2021. Median patient age was 45 years (range 16-74), 13% were female, and 47% from BAME background (vs 34.5% in the CWHFT HIV cohort). Median diagnosis length was 2 years (<1-31). Moving from opt-in to opt-out support for newly diagnosed increased uptake of support from 33% in 4/2021 to 67% by 12/2021. Overall, 287 people (66% of referrals) engaged with peersupport between 7/2020 and 11/2022, with 164 (57%) receiving ongoing support. Virtual appointments moved from 100% to 54% over time. Rates of having a VL<50 increased from 71% at referral to 90% following peer-support, including new diagnoses. Conclusion(s): Implementing in-clinic peer-support pathways significantly increased referrals and uptake of support for new HIV diagnosis and those at risk of LTFU, showing the potential of improving clinical outcomes and quality of life of PLWH.

Impact of Time-Motion Patient Flow Analysis on the Productivity of an Endoscopy Unit in a Large Safety-Net Health Center

Introduction: The COVID-19 pandemic disrupted health care delivery, particularly for high-volume procedural areas. To improve productivity in the Los Angeles County 1 University of Southern California Medical Center (LAC + USC) Endoscopy Unit, we initiated an iterative rapid cycle quality improvement process to identify inefficiencies and implement changes to our workflow. Method(s): A time-motion analysis of patient flow through the LAC + USC Endoscopy Unit was used to construct a time-tracked flow sheet to track individual patients as they moved through the Unit. Data were collected weekly over 3 9-10 week phases, and intervening plan-do-study-act (PDSA) cycles were conducted to direct interventions for subsequent phases. Following phase 1 (9/1/21 to 11/9/21) we implemented targeted interventions at the start of phase 2 (12/1/21 to 2/1/22) and phase 3 (3/15/22 to 5/31/22). Phase 2 was focused on our anesthesia supported endoscopy room which requires greater resource coordination. Metrics were compared to published benchmarks. Linear regression was used to compare outcome parameters for the lean process flow improvement project. Result(s): Our phase 1 analysis showed operational delays in room turnover time for all procedures and pre-operative assessment and first-case on time start percentage for procedures supported by anesthesia, when compared to published benchmarks (Table 1). In phase 2 we implemented an intervention of combining pre-anesthesia visits with endoscopy teaching visits for patients designated to have anesthesia support. This significantly improved both turnover time and throughput for the anesthesia room (Table 1). In phase 3 we initiated a policy of preparing the first patient of the day in the procedure room which dramatically increased first-case on time start percentage. We further streamlined inter-procedure processes by simultaneously consenting, placingmonitoring equipment and documenting in the time between procedures, leading to a greater than 20% increase in total procedure volume (Table 1). Procedure throughput for the anesthesia supported procedure room increased from 4.5 to 7 to 9 procedures per room per day for phases 1, 2, and 3 respectively (Table 1). EndoscopyUnit staffing remained unchanged throughout the study period. Conclusion(s): Time-motion analysis of patient flow may be used to perform targeted interventions with significant improvements in Endoscopy Unit efficiency. This may be achieved without costly interventions such as hiring additional support staff or faculty. (Table Presented).

Design of virtual learning experiences for microcontroller programming during COVID-19 pandemic

The social distancing imposed by Covid-19 impacted the development of educational activities at all levels. Engineering education was specially challenged by the suspension of face-to-face activities, which paused the development of laboratory practices. The present work accounts for the design of virtual learning experiences in a Microcontrollers course. The free online tools 'Tinkercad Circuits' and 'Arduino' were used to simulate circuit programming and connections. These tools also allowed remote collaboration between students and teachers during lockdown. The results of the Mechatronics Engineering students (n=30) show that programming skills and hardware knowledge were developed. Additionally, the activities had a positive response from the students. On the other hand, according to the psychomotor domain taxonomy, the students had obstacles to their full development. It is concluded on the importance of integrating simulation to the development of activities and laboratory practices, as well as the advantages of hybrid teaching formats. © 2023 IEEE.

Uncovering the Filipino mothers' experiences in teaching young children during uncertain times through reflexive thematic analysis

The present study examined the preparations made by 14 mothers to ensure that their children's education was unhampered during the COVID-19 crisis and ready for face-to-face classes when permitted. The study used a reflexive thematic analysis of the face-to-face interviews with participants belonging to low-income families living in the central Philippines whose children used printed modules as teaching materials provided by the school. The study generated three themes: "realizing the gaps” (realizing that in-person campus-based instruction is better because distant learning is not effective);"filling in the gaps” (taking the lead in teaching the child at home and assisted by family and community members) and "getting back on track” (preparing children for face-to-face classes against the COVID-19). The study showed how Filipino parents particularly mothers kept their children in school despite pandemic-induced uncertainties, economic scarcities and social inequalities. The desire driven by the perceived benefits derived from education brought out the pathways to resourcefulness. This study draws attention to equal opportunities for learning across socio-economic statuses and a more inclusive delivery of instruction during a crisis such as the COVID-19 pandemic. © 2023 by the authors;licensee Asian Online Journal Publishing Group.