Impact of COVID-19 on higher education and the opportunities to seize

By Razan B. Nweiran and Dr. Christopher Hill

While it is too early to form a clear and comprehensive picture of the impact of COVID-19 on the higher education (HE) landscape, there can be no doubt that the scale is unprecedented. Its impact will likely continue to unfold for years to come. Hit by the disruptive pandemic, and the ensuing economic stagnation, financial survival for many higher education institutions (HEIs) will be seriously tested. Many economists predict serious recession which foretells a bleak future. 

The impact on HE’s economy and landscape continue to emerge linked tothe evolution of the virus, changing national, economic and political priorities, and the levels of resources governments can provide. According to Education Finance Watch 2021, a World Bank report in collaboration with UNESCO’s Global Education Monitoring, education budgets were cut by 65 per cent in low and lower-middle income countries after the beginning of the pandemic. Taken together, the following are observations, not absolutes, of anticipated impacts and opportunities to formulate a post-COVID outlook.

In general, HE will be under huge financial stress post-COVID. Many HEIs, especially in low-economy countries, face thepossibilities of closure, decreased funding, or merging for survival.Some higher-cost institutions could look to merge with low-cost institutions even in nearby regions with greater student populations. This may become increasingly relevant with the decline in student regional and international enrollment and mobility as a result of lockdowns, travelling restrictions and finances. 

Unemployment, a major problem in many developing countries, will worsen with economies reeling from the effects of the pandemic, with more graduates than the market can absorb. Young doctors and doctoral students will have lower chances of being hired in HEIs too, leading to a reduced number of PhD seekers.

Yet, the future is not that bleak- just different, with possible growth opportunities. HE has always been a strong agent in reskilling the nation. The degree is still a valued asset. HEIs should expand their reach to diverse learner groups to encourage enrollment and to promote economic resilience. To this, HEIs should consider offering more educational stimuli like tuition discounts and internationally certified accredited programmes in order to improve learners’ marketability.

Funding and grants shouldfocus on innovative student-led initiatives and projects of participatory nature directed for local economic impact and social relevance. HEIs should accelerate effortsto form worldwide partnerships and collaboration, focusing on exchanging best practices of online education, entrepreneurial projects, research, and management.

The pandemic boosted recognition levels of online education. Consequently, many experts and educators have been calling to ease the rigidity in HE quality assurance criteria and assessmentprotocols. This is also an opportunity to form specialised Quality Assurance entities for E-education on local or regional levels.

The pandemic has also accelerated changes in international standardised tests assessments such as SAT or IGCSE. Many western HEIs stopped asking for SAT results andmodified admission policies with more focus on student’s high school profile.Subsequently, local HEIs are advised to visit their admission and assessment protocols. Both HEIs and High School curricula and exams should be revamped by diversifying programmes to match the new environment and support economic growth. 

HE executive leaders and governance need to act proactively to the anticipated impacts and opportunities in post-COVID era, rather than just respond. Leadership needs to be more pioneering and decisive to provide the best educational environment for post-COVID era students and educators. Success stories during the pandemic showed the reliance of strategic communication, transparent feedback mechanisms, and decentralised decision-making. Many were able to make the best use of competitive strategies with reduced resources to build marketable programmes.  The post-COVID era does not allow for dogmatic leadership and governance structures that lack transformational tactics and digital competencies.

As a final point, the challenge remains for HEIs to provide students with dynamically engaging, and more stimulating learning experiences. Instructors need to be more innovative with pedagogical practices and adapt their curricula to integrate simulations and virtual spaces, problem-based learning and collaborative learning.The pandemic remains an ongoing learning experience for all.