OPEN ACCESS
PEER-REVIEWED
Original Study
| Published: September 03, 2023
The Lingering Effect of the Pandemic: Impact on Social, Emotional and Educational Aspects of Students’ Lives
PGT School Counsellor Google Scholar More about the auther
Asst Vice President-Jitin Chawla Centre for Career Development Google Scholar More about the auther
Founder – Jitin Chawla Centre for Career Development Google Scholar More about the auther
DIP: 18.01.274.20231103
DOI: 10.25215/1103.274
ABSTRACT
Covid-19 pandemic has been proven as a debilitating time for every section of the society; employment sector, industrial divisions, and economic markets all saw disastrous and drastic changes in their working. But one other sector that suffered heavily due to the advent of Covid-19 pandemic was the education sector. Education sector: whether at school level or degree level faced tremendous challenges to navigate through the obstacles presented by pandemic on the journey of imparting and gaining knowledge. In the present survey research Bal Bharati Public School, Pitampura in collaboration with Jitin Chawla Centre for Career Development is seeking clarity on the impact and barriers pandemic imparted on the journey of students’ education. For the purpose of the survey, students from grade 9th to Grade 12th were asked to fill out a survey questionnaire that helped in understanding their challenges and influence of pandemic on their educational, social as well as emotional competency. Students were also enquired about their perception of career planning conducted by school authorities during the period of on-going pandemic for comprehending the impact of career planning on students’ psyche and competencies.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2023, Gandhi, S., Soni, V. & Chawla, J.
Received: August 20, 2023; Revision Received: September 01, 2023; Accepted: September 03, 2023
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.274.20231103
10.25215/1103.274
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Published in Volume 11, Issue 3, July-September, 2023