Covid-19 pandemic
| dc.contributor.author | Thahanyane, Celina | |
| dc.contributor.supervisor | ||
| dc.date | ||
| dc.date.accessioned | 2022-11-23T07:22:38Z | |
| dc.date.available | 2022-11-23T07:22:38Z | |
| dc.date.issued | 2022-08 | |
| dc.description.abstract | This study offers guidance to teachers and school stakeholders on how to address the challenges of online learning during pandemics in line with sustainable development goals. Participants' experiences and perceptions reflect the educational implications of online education for learners' growth in terms of academic success and student well-being. The results of this study demonstrated how crucial it is to adapt instruction to meet the requirements of all students, regardless of their aptitude, race, or cultural background towards economic and sustainable development. These results demonstrated that students are more than just their academic selves, that teacher self-care issues exist, that parents' interactions with their children and their schools have an impact on the learning outcomes of those children, and that networking across the community can help teachers and students' families. Along with educating teachers, maintaining connections and healthy interpersonal relationships raises educational standards and helps students realize their intellectual, social, and emotional objectives. The study used qualitative research paradigm and randomly interviewed 10 teachers and 4 parents. The target population was teachers of four primary schools around Leqele Community and the parents of the students enrolled there. Data gathered in this study was analysed through thematic analysis where common themes in the findings were established. The study provided information about student requirements before, during, and after the epidemic, addressed student and parent reassurance, and proposed useful ways and resources for efficient online learning. According to the findings of this study, the curriculum should be created to accommodate each student's unique learning requirements. The results also stressed the importance of teacher and student wellbeing because it influences student learning. The impact of online learning addresses the need for curriculum and policies that fulfil the various requirements of all students in order to promote social justice and equity and achieve sustainable development. This is based on interviews, conclusions, and a literature analysis. Based on the findings of this study, further research can enhance the online learning experience for all students. | en |
| dc.description.sponsorship | National Manpower Development Secretariat | en |
| dc.identifier.uri | https://repository.tml.nul.ls/handle/20.500.14155/1741 | |
| dc.language.iso | en | en |
| dc.publisher | National University of Lesotho | en |
| dc.subject | Covid-19, online teaching, mental health, sustainable development | en |
| dc.title | Covid-19 pandemic | en |
| dc.title.alternative | Online teaching in primary school to improve students' mental health for sstainable development | en |
| dc.type | Thesis | en |