Pandemic Pedagogy Paradigm Shift Strategies of K-12 & Higher Education in India, Vietnam & Mexico after Coved-19

  • Dr. R.S.S Nehru, Dr. Ton Quang Cuong, Dr. Sandra Gudiño Paredes

Abstract

Covid-19 has caused uncommon interruptions for understudies. The United Nations International Children's Emergency Fund (UNICEF) has evaluated that around 1.3 billion students won't have the option to go to class or college, and the numbers are continually developing. India's exacting lockdown measures have prompted a total conclusion of academic exercises with trends and challenges. The shutdown was unexpected and sudden in a few perspectives, however numerous advanced education establishments (Higher Education Institutions - HEIs) have attempted to limit the covid-incited interruptions to encourage scholarly exercises without bargaining the security of understudies. The pandemic test has K-12, and HEIs have gotten increasingly responsive and proactive inside the constrained assets available to them. The COVID-19 interruption has realized a few additions. The K-12 and HEIs are currently readier to coordinate data and correspondence innovation arrangements with their instructional method. They are presently happy with utilizing web-based showing instruments and learning the board frameworks and can save their talks for future references. It has opened up an immense open door for specialists from different strolls of public life—industry, traditional society, and government—to virtually connect with understudies, share their encounters, and reinforce academic substance. The pandemic instructional method offers different tools and technologies that space and can be another typical for instructive foundations the nation over.

Published
2020-06-01
How to Cite
Dr. R.S.S Nehru, Dr. Ton Quang Cuong, Dr. Sandra Gudiño Paredes. (2020). Pandemic Pedagogy Paradigm Shift Strategies of K-12 & Higher Education in India, Vietnam & Mexico after Coved-19. International Journal of Advanced Science and Technology, 29(7s), 5618-5628. Retrieved from https://sersc.org/journals/index.php/IJAST/article/view/26412