Beyond the COVID-19 Era: Psychological Resilience and E-safety in Education across Gulf States

CLICK HERE FOR ARABIC VERSION OF CALL FOR PAPERS

Deadline for Abstracts: November 30, 2021

At the height of the pandemic, some 1.2 billion children were out of the classroom – the most significant disruption to education in history. Moreover, the increased demand for online platforms and tools due to COVID-19 has led to increased investments in the education technology sector, with the online education market projected to reach USD 350 billion by 2025 [1]. Schools and teachers have also been struggling to adopt online-based solutions for instruction as they balance the need to keep students and staff safe with the need to maintain an effective learning environment [2]. Concerns about e-safety are also surfacing as policies identify how vulnerable children should be protected. Moreover, challenges related to learning loss (or unfinished learning) [3], social isolation, and the exacerbation of existing inequalities in relation to the digital divide have emerged with the rise of e-learning [4]. Almost two years into the pandemic, many wonder whether the adoption of online learning (through e-learning courses and distance learning programs) will continue to persist post-pandemic.

But there is a glimmer of hope; for the first time since COVID-19 began, schools across the Gulf are beginning to re-open and welcome students [5]. However, the return to in-person or hybrid learning, similarly to the transition to remote learning, brings with it new administrative, policy-oriented, and education-related challenges and opportunities. In light of this, the Gulf Education and Social Policy Review (GESPR) welcomes submissions that focus on building and maintaining communities’ resourcefulness and psychological resilience as students return to the classroom. Studies that focus on public policy and national or comparative education are also encouraged. Specific topics of interest include, but are not limited to, the following:

  • Teacher capacity, collaboration, professional development, and networking opportunities
  • Social-emotional learning, positive education, mental health and wellbeing, and soft skills in relation to student success
  • Student-centered education, peer-to-peer learning, and parental involvement in online education
  • Supporting at-risk learners and students with disabilities during times of crisis
  • Digital initiatives and social media and their usage in learning
  • Balancing e-safety and e-learning with curriculum objectives

Authors are invited to submit their abstracts (200 words or less), and five to six keywords by email to Natasha Mansur (natasha.m@alqasimifoundation.rak.ae) by November 30, 2021. You may also contact Dr. Tavis D. Jules (tjules@luc.edu) of Loyola University Chicago, the Guest Editor of this Special Issue, should you have any further questions. Full paper submissions in Arabic or English between 6000 to 8000 words in length are to be done directly to the journal no later than January 15, 2022, including an abstract, footnotes, references, and appendices. For articles published in Arabic, the abstract and keywords must be presented in both English and Arabic. Please get in touch with the Managing Editor, Natasha Mansur, should you require help with translating abstracts from Arabic to English. Please click here for additional information on the submission guidelines. 

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[1] Cathy Li and Farah Lalani, “The COVID-19 Pandemic has Changed Education Forever. This is How,” World Economic Forum, April 29, 2020, https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/.

[2]  Liz O Boltz et al., “Transitioning to Remote Learning: Lessons from Supporting K‐12 Teachers through a MOOC,” British Journal of Educational Technology 52, no. 4 (2021): 1377-93.

[3] Janice Aurini and Scott Davies, “COVID‐19 School Closures and Educational Achievement Gaps in Canada: Lessons from Ontario Summer Learning Research,” The Canadian Review of Sociology 58, no. 2 (2021): 165-85.

[4] John Lai and Nicole O Widmar, “Revisiting the Digital Divide in the COVID‐19 Era,” Applied Economic Perspectives and Policy 43, no. 1 (2021): 458-64.

[5] Nandini Sircar, “Covid-19: UAE Schools Fully Prepared for Back to Normalcy,” Khaleej Times, August 13, 2021, https://www.khaleejtimes.com/education/covid-19-uae-schools-fully-prepared-for-back-to-normalcy