Introduction

In exploring the impact of the COVID-19 pandemic on educational experiences, this research delves into the multifaceted perspectives of individuals who underwent academic challenges during this unprecedented period. With the global shift towards online and flexible learning modes, it becomes imperative to comprehend the varied responses and adaptations within the educational landscape. As documented by (www.thevarsitynews.net, n.d.), the COVID-19 pandemic has presented challenges and opportunities for educational institutions. The abrupt transition to online learning necessitated adjustments in pedagogical strategies, fundamentally altering education dynamics. This study aims to unravel the nuanced reflections of respondents regarding their educational encounters during this transformative period.

The central question guiding this research is to understand how the experiences of individuals during the pandemic have shaped their perceptions of educational delivery. Through qualitative analysis, the study explores how universities had to adapt their practices and the extent to which respondents believe these changes should be sustained. Employing a mixed-methods approach, combining quantitative data from survey responses and qualitative insights from interviews, this research comprehensively examines the diverse attitudes towards the evolving educational landscape during and post-COVID-19. By addressing the research question, this study contributes valuable insights to the ongoing discourse on the future of education in the wake of global disruptions. This introduction sets the stage for a thorough investigation into respondents’ educational experiences, acknowledging the broader context of the pandemic’s impact on the academic sphere.

Literature review

The existing body of social research on the impact of the COVID-19 pandemic on education has generated a wealth of insights into the challenges and adaptations within the academic sphere. Scholars (Martin and Bolliger, 2018; Chen and Jang, 2010) have extensively explored the shift to online learning, emphasizing its implications for student engagement, motivation, and overall learning outcomes. Studies have also investigated the disparities in access to technology and the internet, revealing the exacerbation of educational inequalities during the pandemic (Rahiem, 2020). Moreover, research has shed light on the psychological aspects of the transition, highlighting increased stress levels among students due to the abrupt changes in learning environments and the uncertainties brought about by the pandemic (Colclasure et al., 2021). In addition, scholars have examined the pedagogical challenges educators face in delivering effective online instruction, emphasizing the need for professional development and innovative teaching strategies (Ahadi et al., 2021).

Despite the valuable contributions of existing literature, a notable gap persists in understanding the nuanced and varied perspectives of individuals who experienced these changes firsthand. Most studies have focused on broad trends and quantitative assessments, often overlooking the individual voices and diverse narratives that shape the larger educational landscape. This research seeks to address this gap by employing a qualitative approach, delving into respondents’ reflections and subjective experiences during the pandemic. Furthermore, while prior research has elucidated the challenges posed by online learning, there needs to be more exploration of the respondents’ perceptions regarding the sustainability of these changes. Understanding to what extent respondents believe that the flexible and online learning modes developed during COVID-19 should be maintained is a crucial aspect that has yet to be extensively examined in the existing literature. This research aims to fill this gap by providing a more comprehensive understanding of individuals’ attitudes toward the adaptations in educational practices by conducting in-depth interviews and surveys. Through this approach, the study contributes a nuanced layer to the existing literature, ensuring a holistic exploration of the post-pandemic educational landscape.

Methodology

The research employed a mixed-methods approach, combining qualitative and quantitative elements to understand individuals’ experiences during the COVID-19 pandemic comprehensively. The research strategy involved a cross-sectional design, allowing for data collection at a single time, which was deemed suitable for capturing the participants’ reflections on a specific period—the height of the pandemic. Ethical considerations were paramount throughout the research process. The study adhered to ethical guidelines, ensuring the protection and privacy of participants. Informed consent was obtained from all participants, emphasizing the vo