Education and schooling during the covid-19 epidemic in Slovenia – systematic research overview

Zaradi epidemije COVID-19 so se po poročilih UNESCA zaprle šole po kar 188 državah z namenom omejitve širjenja okužb. To je močno vplivalo na sam izobraževalni proces in posledično tudi na vse vpletene. Uvedlo se je t. i. krizno izobraževanje na daljavo, ki ga ne moremo povsem enačiti s klasičnim izobraževanjem na daljavo, saj ni bilo oblikovano na način, da bi lahko na dolgi rok zamenjalo tradicionalni pouk v živo. Kljub temu se je v določenih državah obdržalo dalj časa. Po vsem svetu je bilo narejenih precej raziskav, ki so proučevale, kako so se s prehodom na izobraževanje na daljavo soočale različne skupine vpletenih. Naš namen je bil narediti sistematičen pregled teh raziskav v Sloveniji in na podlagi tega opredeliti temeljne psihosocialne potrebe učencev, učiteljev in staršev ter oblikovati priporočila za delo s temi skupinami. Primerjali smo tudi slovenske raziskave s tujino in naredili SWOT analizo izobraževanja na daljavo. V pregled raziskav je bilo vključenih triindvajset raziskav različnih kakovosti. Rezultati so pokazali, da so se vpleteni v krizno izobraževanje na daljavo soočali z raznimi težavami, kot so stres, težave s pozornostjo, motivacijo, socialna izolacija in podobno. Do podobnih rezultatov so prišli tudi v tujini. Izkazalo se je, da je za izobraževanje na daljavo moč najti več negativnih plati kot pozitivnih, zato je še toliko bolj pomembno, da se pozitivne plati kar se da izkoristi in negativne čim bolj omeji. Pri slovenskih raziskavah je viden primanjkljaj raziskav določenih področjih, kjer še obstaja potencial za raziskovanje. Zaključujemo, da si, čeprav se razmere, povezane z ukrepi za zajezitev epidemije, vračajo v normalno stanje, ne smemo zakrivati oči pred vplivi zaprtja šol.Due to the COVID-19 epidemic, according to the UNESCO reports, schools in 188 countries have closed to contain the spread of infection. This has strongly affected the education process and consequently, all involved. The so-called crisis distance education was introduced which cannot be completely equated with the classic distance education since it was not designed in a way that could in the long-term replace the traditional class in schools. Despite that, it has preserved in certain countries for a longer period. All around the world, many studies have been madethey studied how various involved groups have faced the transition to distance education. Our purpose was to make a systematic overview of these studies in Slovenia and based on them define the fundamental psychosocial needs of students, teachers and parents and design recommendations to work with these groups. We also compared Slovenian studies with foreign countries and did a SWOT analysis of distance education. Twenty-three studies of various quality were included in the overview of the studies. The results have shown that involved in the crisis distance education have faced with various difficulties, such as stress, difficulties with attention, motivation, social isolation etc. Similar results were also obtained in foreign countries. It turned out that more negative sides than positive can be found for distance educationtherefore, it is more important to exploit the positive sides as much as possible and limit the negative ones. In Slovenian studies, the deficit in studies of certain fields is seenthere is a potential for further research. It is concluded, even though the conditions related to the measurements to contain the epidemic are returning to normality, we cannot deceive ourselves from the effect of closing the schools