Objective: The study seeks to provide a thorough description of the teachers' digital literacy (DL) and digital competence (DC) and shine a light on the variables that influence the development of their digital literacies and competence. Method: Comprehensive data collection and analysis from 274 participants were completed. Descriptive and inferential statistics were conducted to accomplish the objectives of this study. Results: It came to light that teachers with less than ten years of experience have higher levels of digital literacy. Pre-service (...) education, having access to ICT resources, and a favorable attitude about using ICT were all strongly associated with DL and DC. The research's essential contribution is its findings affirming the value of DL and DC, which can be utilized to approach new technologies critically and use them as a part of digital pedagogy. Novelty: The critical contribution of the research is the result claiming the positive status of DL and DC, which can be used to approach new tools from a critical pedagogical perspective and apply them as part of digital pedagogy. -/- . (shrink)

The sudden shift in the education system during the pandemic and its subsequent evolution during the post-pandemic era have been pivotal in fostering significant educational development and growth. However, this paradigm shift has not been without challenges. This paper aims to investigate the challenges faced by 68 mathematics teachers in four public elementary schools in the Philippines. The respondents were purposively selected to answer the study’s instrument. Using a descriptive survey research methodology, this study explored the five (...) domains in teaching mathematics, namely planning lessons, executing lessons, assessment, mathematical knowledge, and using technology tools. This paper revealed that novice, experienced, and highly experienced teachers alike had moderate difficulty enriching mathematical knowledge and utilizing technology in teaching the subject matter. Moreover, teachers with more than five years’ experience had moderate difficulty in the five domains of teaching mathematics in the post-pandemic era. This finding emphasizes the widespread impact of the education shift for teachers of all levels of experience. The paper further emphasizes the importance of supporting experienced teachers during this transformative phase of formulating innovative learning activities and adapting to reimagined pedagogical concepts. Consequently, this study underscores the need for additional training interventions to enhance their mathematical knowledge and use of technology as an integral teaching tool. (shrink)

The global pandemic caused by the spread of a novel coronavirus in early 2020 did more than transform the first one-and-a-quarter academic year that fell within its duration. It also transformed higher learning in its research and pedagogy. Like many misfortunes, COVID-19 has brought opportunity for growth and change. No doubt, there are many success stories of philosophers rising to the challenges of our time. In this contribution, I relate my own pandemic story, not as one of (...) success, but rather as a humble attempt to grapple with the question of the post-pandemic philosophy curriculum. What is the place of philosophy in the twenty-first-century university? What might "philosophy" mean in a post-pandemic context... (shrink)

Whether we are said to be living in the Anthropocene, the Capitalocene, or are witnessing the start of the Chthulucene, as feminist science studies scholar Donna J. Haraway (2016) would describe the current post-anthropocentric era, there is a demonstratable need for affective, entangled, transversal forms of thinking-doing today. Writing this editorial almost a year after the COVID-19 pandemic erupted, and that as inhabitants of Belgium and South Africa—countries with complex ongoing capitalist-colonial legacies, socio-political presents, and heavily but also (...) differently hit by said pandemic—we more than ever feel that these are times of entwined crisis, chaos, and hardship, overflowing with cravings for pedagogical-philosophical responses that are affirmative, productive, and future-oriented. Reactions that are moreover part theory, part praxis, counter the nihilistic, and are future-focused while still grounded in the present, as to not defer responsibilities to future times (see Geerts & Carstens, 2019). (shrink)

I argue that campus closures and shifts to online instruction in the early stages of the COVID-19 pandemic created an obligation to offer courses asynchronously. This is because some students could not have reasonably foreseen circumstances making continued synchronous participation impossible. Offering synchronous participation options to students who could continue to participate thusly would have been unfair to students who could not participate synchronously. I also discuss why ex post facto consideration of this decision is warranted, noting that (...) similar actions may be necessary in the future and that other tough pedagogical cases share important similarities with this case. (shrink)

This study aimed to explore the teachers' experiences in addressing the learning gaps during the resumption of in-person classes post-pandemic. Specifically, it sought to determine the learning recovery strategies implemented and the challenges encountered by the teachers. Six (6) teachers from DepEd Zamboanga City Division were involved in this study employing a qualitative-phenomenological research design. The participants were purposively selected based on the criteria defined in this paper. The data were collected through in-depth interviews with semi-structured interview questions. (...) The findings revealed that the teachers employed a multifaceted approach to bridge the learning gaps. These include conducting remedial reading and pull-out sessions, integrating basic reading activities in all subject areas, and using differentiated instructions and materials. However, teachers also encountered challenges related to the limited availability of resources, the need for professional development to address pedagogical changes, the lack of parental support, and absenteeism among learners. The research finding suggests intervention at the individual and system levels to mitigate the learning gaps. Policy recommendations include upskilling and plans of teachers, particularly in teaching beginning reading, increasing funding allocation for basic education resources, reviewing implementation of the learning recovery plans, and improving collaboration with parents and community stakeholders to support learners’ education. (shrink)

The current global COVID-19 pandemic has led to a deep and multidimensional crisis across all sectors of society. As countries contemplate their mobility and social-distancing policy restrictions, we have a unique opportunity to re-imagine the deliberative frameworks and value priorities in our food systems. Pre-pandemic food systems at global, national, regional and local scales already needed revision to chart a common vision for sustainable and ethical food futures. Re-orientation is also needed by the relevant sciences, traditionally siloed in (...) their disciplines and without adequate attention paid to how the food system problem is variously framed by diverse stakeholders according to their values. From the transdisciplinary perspective of food ethics, we argue that a post-pandemic scheme focused on bottom-up, regional, cross-sectoral and non-partisan deliberation may provide the re-orientation and benchmarks needed for not only more sustainable, but also more ethical food futures. (shrink)

This Open Access book shows how value sensitive design (VSD), responsible innovation, and comprehensive engineering can guide the rapid development of technological responses to the COVID-19 crisis. Responding to the ethical challenges of data-driven technologies and other tools requires thinking about values in the context of a pandemic as well as in a post-COVID world. Instilling values must be prioritized from the beginning, not only in the emergency response to the pandemic, but in how to proceed with (...) new societal precedents materializing, new norms of health surveillance, and new public health requirements. -/- The contributors with expertise in VSD bridge the gap between ethical acceptability and social acceptance. By addressing ethical acceptability and societal acceptance together, VSD guides COVID-technologies in a way that strengthens their ability to fight the virus, and outlines pathways for the resolution of moral dilemmas. This volume provides diachronic reflections on the crisis response to address long-term moral consequences in light of the post-pandemic future. Both contact-tracing apps and immunity passports must work in a multi-system environment, and will be required to succeed alongside institutions, incentive structures, regulatory bodies, and current legislation. This text appeals to students, researchers and importantly, professionals in the field. (shrink)

The pandemic brought new norms and techniques of pedagogical strategies in formal education. The synchronous/ asynchronous video streaming brought an emphasis on virtual and augmented realities, which are rapidly replacing textbooks as the main medium for learning and teaching. This transformation requires more extensive online and interactive content with simpler user interfaces. The aim of this study is to report on the design, implementation, and testing of a game based on low-cost and user-friendly content for digital cultural heritage. In (...) this project, a game aimed at inclusive and equitable education was developed using 360° images of the targeted architectural heritage geographically distributed in a pilot site. We promote lifelong learning opportunities for all, following the SDG4, aiming for quality education with the easy-to-use online platform and easy access to immersive education through mobile platforms. Towards a post-carbon future without the need for travel, computational design methods such as using 360° videos and images in combination with virtual reality (VR) headsets allow a low-cost approach to remotely experiencing cultural heritage. We propose developing and testing a GIS-based educational game using a low-cost 360° virtual tour of architectural heritage, more specifically, caravanserais of Anatolia. (shrink)

The costs of the COVID-19 pandemic are yet to be calculated, but they include the loss of millions of lives and the destruction of countless livelihoods. What is certain is that the SARS-CoV-2 virus has changed the way we live for the foreseeable future. It has forced many to live in ways they would have previously thought impossible. As well as challenging scientists and medical professionals to address urgent value conflicts in the short term, COVID-19 has raised slower-burning value (...) questions for corporations, public institutions, governments, and policymakers. In simple terms, the pandemic has brought what we care about into sharp relief, both collectively and individually. Whether this revaluation of our values will last beyond the current pandemic is unknown. Once COVID-19 has been tamed, will the desire to return to our previous lives be irresistible? Or will living under pandemic conditions have taught us something that will be incorporated into how we design our future lives and technologies? These are hard questions for the ethics of technology, which this volume aims to explore and address. (shrink)

Currently, little is known about the mechanism of how university students’ attitudes toward entrepreneurship education (ATEE) affect entrepreneurial self-efficacy (ESE) in the post-pandemic entrepreneurial environment. Based on the existing research, this study explores the relationship between ATEE, the post-pandemic entrepreneurship environment, and ESE through a questionnaire survey. A total of 910 university students from three universities in Zhejiang Province, China participated, with an effective rate of 92.9%. The data collection focused on the period from August to (...) December 2020. In this study, Stepwise Multiple regression analysis was used to analyze university students' ATEE and its impact on ESE, as well as the moderating effect of the post-pandemic entrepreneurial environment. (shrink)

The COVID-19 pandemic has had a significant impact on the education sector globally, with over one billion students being held out of school as a result of quarantine measures. In response, education systems had to quickly shift to online learning to ensure that students could continue their education. The sudden shift to online learning has resulted in educators having to adapt to the use of technology in education rapidly. The COVID-19 pandemic has highlighted the importance of digital literacy (...) for educators and the need for ongoing training in digital skills. The pandemic has served as an example of emerging, more creative methods of teaching methods, and technology use in education will continue to evolve. Hybrid learning will be critical to delivering realistic educational experiences, and teachers must adapt to become facilitators instead of teachers. The pandemic experience will affect educators’ attitudes towards integrating information and communication technology (ICT) in education, resulting in a rise in the proportion of people who have a favorable opinion of integrating ICT to education. Ongoing training in digital abilities is necessary to gain a viable education. This paper highlights the need for educators to embrace digital literacy and adapt to emerging technologies to provide a quality education in the post-vaccine world. (shrink)

The declaration of the COVID-19 pandemic by the World Health Organization on March 11, 2020, led to unprecedented events. All regions of the world participated in implementing preventive health measures such as physical distancing, travel restrictions, self-isolation, quarantines, and facility closures. The pandemic started global disruption of socio-economic systems, covering the postponement or cancellation of public events, supply shortages, schools and universities’ closure, evacuation of foreign citizens, a rise in unemployment and inflation, misinformation, the anti-vaccine movement, and incidents (...) of discrimination toward people affected by or suspected of having coronavirus disease. Attempts have been made to protect the oldest age group at risk, but in many cases, this has led to over-restriction and age discrimination. The rationale for working on the Research Topic "Socio-economic systems in the post-pandemic world: Design thinking, strategic planning, management, and public policy" was the need to start reflecting on resilience and lessons learned from this public health event that revealed the global unpreparedness in critical areas. Also, the pandemic triggered both top-down and bottom-up responses that needed more in-depth analyzes. This Research Topic covers interdisciplinary contributions addressing new thinking, challenges, and transformations required for post-pandemic global, national, regional, and local realities. The presented Research Topic combines studies focused on recognizing the actions and interventions leading to the recovery of socio-economic systems during the tail end and after the pandemic. The studies delivered recommendations regarding, among others, the care of vulnerable, planning socio-economic restart, and imagining the "new normal.". (shrink)

After years in distance learning, grade school teachers are now facing the threat of declining reading comprehension among elementary pupils in post-pandemic settings. Teachers observed a spike in the number of non-readers and frustrated readers in intermediate grade levels. Teachers expressed concerns about the state of the education system in the aftermath of the pandemic. The purpose of this exploratory study was to establish an understanding of the challenges and mechanisms of macro- and micro-management strategies of grade (...) school institutions. There were six teachers and six reading coordinators who participated in the study. The findings suggested that while reading comprehension was a problem before the pandemic, teachers realized a surge in the number of non-readers after opening back to face-to-face classes. This was an unanticipated phenomenon that called the academic institutions to respond immediately. Significant mechanisms of reading comprehension programs were profiling, initial detection, policy-based initiatives, and institution-based design. Collaborative and collective responsibility represented macro-management practices, while initiative and responsiveness reflected micromanagement practices. These practices and strategies provided conceptual and phenomenological underpinnings relevant to early-education reading comprehension. (shrink)

On 11 March 2020, the World Health Organization declared a pandemic of the COVID-19 coronavirus disease that was first recognized in China in late 2019. Among the primary effects caused by the pandemic, there was the dissemination of health preventive measures such as physical distancing, travel restrictions, self-isolation, quarantines, and facility closures. This includes the global disruption of socio-economic systems including the postponement or cancellation of various public events (e.g., sporting, cultural, or religious), supply shortages and fears of (...) the same, schools and universities closure, evacuation of foreign citizens, a rise of unemployment, changes in the international aid schemes, misinformation, and incidents of discrimination toward people affected by or suspected of having the COVID-19 disease. The pandemic has brought to the fore unpreparedness in critical areas that require attention, amid prospects and challenges. Moreover, considerable reorganization efforts are required with implications for assets, resources, norms, and value systems. COVID-19 is challenging the concept of globalization and stimulating responses at the levels of local and regional socio-economic systems that lead to the mobilization of assets that have been unrecognized earlier on, such as various forms of economic capital, social capital, cultural capital, human capital, and creative capital. For example, through digital channels, local groups are forming to create schemes of support for physical and mental wellbeing. These emerging exchanges lead to various social and technological innovations by building on skills and assets that are less important in the free-market economy, such as empathy, skills for crafts, making and fixing; locally grown microgreens; and micromanufacturing. Isolation and local living are also making it much harder to ignore the civic responsibilities towards communities, meant as individuals, vulnerable groups, and local businesses. Whilst the pandemic is limiting physical participation, this challenging time is uncovering alternative ways of mutual support, which may create long-term benefits for socio-economic systems, including environmental and biodiversity protection, reduction of the air pollution, and climate action. The pandemic’s threat to public health will hopefully be overcome with implications for disruption for an extended period that we are unable to forecast at this stage. It is key to focus on studies recognizing the activities and interventions leading to the recovery of socio-economic systems after the pandemic. Reflecting and planning on how societies and economies will go back to “business as usual” requires new forms of communication and cooperation, imaginative design thinking, new styles of management, as well as new tools and forms of participation in various public policies. Many questions related to the care of the vulnerable, economic restart, and the risk of future pandemics, to mention but a few, are already occupying the academic, scientific, experts, and activist communities, who have started to imagine the “new normal.”. (shrink)

This chapter looks closely at the use of resilience as a value in pandemic discourses, and particularly at how it reflects the moral complexity of the situation the pandemic presents: an extended crisis where shocks and stressors interact and have an uncertain end. We review key aspects of how resilience has been conceptualised, generally speaking, focusing on its normative implications. Insofar as resilience is suggested as a goal, or used to evaluate individuals, groups and systems, the rhetorical use (...) of resilience in the pandemic has moral implications that we unpack. Asking questions such as resilience to what, of what, and for whom, drives our analysis of the multiple scales at which morally relevant factors must be considered, in terms of distance and certainty, and across space and over time. Further, we highlight the importance of particularly challenging, intersecting scales both within and beyond the pandemic, such as the interaction between other- and self-regarding concerns and the tension between transformation and conservation, as we consider when to take up opportunities for improving ourselves, our society and our systems, in times of extended crises and radical change. Given that a ‘return to normal’ is neither universally desirable nor likely, we recommend in this chapter ways to address resilience as a value that can shape approaches to policy and behaviour while also being explicit about the normative—evaluative and also prescriptive—implications of its use. (shrink)

This descriptive correlational study anchored on Lazarus and Folkman’s Coping Theory identified the pedagogical problems met and the coping strategies adapted by elementary school teachers during the pandemic in one school district in the Division of Aklan during the height of the pandemic in 2021. This also tried to find out the extent of pedagogical problems experienced by the teacher respondents related to curriculum, fellow teachers, learners, school, and parents, and the coping strategies applied to manage the problems (...) they encountered. Forty-six grade school teachers purposively selected in the identified elementary schools in the district participated in the study. A researcher-made survey questionnaire validated by experts was used in the gathering of data. Findings revealed that teacher respondents were between 31-40 years old, mostly female and single, with average monthly income from 10,000 to 20, 000, travel less than 6 km from their homes to the work station, and are proficient in terms of ICT competence. The extent of pedagogical problems experienced by the respondents related to curriculum and fellow teachers was slightly a challenge; and to learners, school-related aspects, and parents as not at all considered as challenges. To cope with these challenges, the respondents’ top three activities were attending webinars for professional growth, enjoying quality time with their families, and going to and praying in the church. These imply that grade school teachers are more particular about improving themselves professionally and strengthening their faith in God than doing other things that affect their physical and mental health. (shrink)

The difficulty of the students in Statistics and Probability subject, and the pedagogical approaches used by the teachers, were the challenges encountered by both students and teachers due to the restrictions during the CoViD-19 pandemic. Hence, this study aimed to determine the pedagogical approaches used in teaching statistics and probability during the pandemic. The study used a qualitative approach, particularly document analysis. The main source of the data was the module in statistics and probability specifically the learning activity (...) sheets in the third quarter because this is the most convenient approach that can be used by the teachers during the pandemic. The pedagogical approaches were identified and validated by three inter-raters. Based on the findings, communication, and study skills, technology-aided instruction, problem-based learning, manipulatives, modules, models and multiple representations, and direct instruction were the identified pedagogical approaches used in the statistics and probability module. However, the effectiveness of the delivery of these approaches cannot be measured because the modality was limited to a modular approach. The teachers were able to use different pedagogical approaches, however, cooperative learning was not used because the CoViD-19pandemic restricted interactions between the teacher and students or students with their classmates. (shrink)

A clear and provocative introduction to the ethics of COVID-19, suitable for university-level students, academics, and policymakers, as well as the general reader. It is also an original contribution to the emerging literature on this important topic. The author has made it available Open Access, so that it can be downloaded and read for free by all those who are interested in these issues. Key features include: -/- A neat organisation of the ethical issues raised by the pandemic. An (...) exploration of the many complex interconnections between these issues. A succinct case for a continued lockdown until we develop a vaccine. An original account of the Deep Moral Problem of the Pandemic, and a Revolutionary Argument for how we should change society post-pandemic. References to, and engagement with, many of the best writings on the pandemic so far (both in popular media and academic journals). -/- ISBN: 978-0-6489016-0-0. (shrink)

Architectural research forms the basis of design in seeking a solution that considers the site’s sociopolitical and spatial-cultural factors and the built environment surrounding it. In addressing industrial heritage, industrial revolutions, energy transitions, and technological innovation uniquely shape the city. The transformation and new discourse between similar heritage and different sites allow for a combination of ideas with transnational and interdisciplinary depth, bolstering individual designs through a developed perspective on industrial architecture. This studio addresses the socio-political and spatial-cultural challenges of (...) post-industrial cities. This article uses a critical, comparative, and analytical problem-based design research approach to examine collaborative pedagogical practices that can build a new image and identity through adaptive reuse strategies in the post-industrial urbanscape. (shrink)

The article entitled “Post-COVID-19: Education and Thai Society in Digital Era” has two objectives: 1) to study digital technology 2) to study the living life in Thailand in the digital era after COVID-19 pandemics. According to the study, it was found that the new digitized service is a service process on digital platforms such as ordering food, hailing a taxi, and online trading. It is a service called via smartphone. The information is used digitally. Public relations, digital marketing, and (...) living in cyberspace play an increasingly digital role. People have communication skills, use Line, Facebook, social media, have tools to search for knowledge, learn and improve themselves. People in the new era of life have a new way of life therefore there is social life in the cyber world. There should be ethics, attitudes, values, and click-on images that are linked to digital use. For a good time life, It is important to have digital intelligence (Digital Quotient) to live after post-COVID19, the digital era. (shrink)

A comprehensive understanding of the ethics of the COVID-19 pandemic priorities must be sensitive to the influence of social inequality. We distinguish between ex-ante and ex-post relevance of social inequality for COVID-19 disadvantage. Ex-ante relevance refers to the distribution of risks of exposure. Ex-post relevance refers to the effect of inequality on how patients respond to infection. In the case of COVID-19, both ex-ante and ex-post effects suggest a distribution which is sensitive to the prevalence social (...) inequality. On this basis, we provide a generic fairness argument for the claim that welfare states ought to favour a healthcare priority scheme that gives particular weight to protecting the socially disadvantaged. (shrink)

Finishing this essay exactly one year after the official arrival of the SARS-COV-2 virus in Belgium and the Netherlands—where the cartographers of this essay are currently located—it is safe to say that the COVID-19 pandemic has immensely impacted our day-to-day lives. The pandemic has not only forced us to question various taken-for-granted existential certainties and luxuries provided by a capitalist system out to destroy the earth but has also re-spotlighted post-Enlightenment critiques of the human subject. If these (...) pandemic times are indeed more-than-human, then the clock is ticking for the discipline of philosophical anthropology to face these post-anthropological facts and receive what feminist science studies scholar Donna J. Haraway has aptly called a thorough dose of “epistemological electroshock therapy” (1988, p. 578). Taking Haraway’s foregoing call and the idea of thinking-with the (end of the) Anthropocene seriously, we construct a critical cartography of Emmanuel Levinas’ take on philosophical anthropology in dialogue with other major philosophical anthropologists and feminist new materialists while arguing for a post-anthropology for the Chthulucene. (shrink)

The ongoing pandemic caused by COVID-19 virus has paralyzed everyday life across the globe. To limit spread of infection, the Government of various countries issued a Nation-wide lockdown. With increase in COVID cases, more and more biomedical wastes were also produced. With a halt in manufacturing industries and automobiles plying, air pollution levels drops drastically and rare animal sightings were recorded by the media. Water Pollution levels were also recorded to be on the down trend. When schools are closed, (...) children and youths miss out on social contact that is essential to learning and development. Schooling provides essential learning and when schools close, children and youth are deprived of opportunities for growth and development. Due to sudden shift to online learning without any planning especially in countries like India, students seem to be losing interest due to low levels of attention span. New ways of delivery and assessments of learning outcomes will have to be adopted which opens immense opportunities for a major transformation in the area of curriculum development and pedagogy. (shrink)

The purpose of this study is to investigate the pedagogical practices employed by secondary school teachers under the new normal. It also identifies the difficulties teachers face when facilitating modular distant learning. Science high school teacher from North District Butuan City took part in the study. In this study, quantitative methodology was employed. To collect the data for the study, survey questionnaires were distributed. According to the research study's findings, the restricted face-to-face parent orientation is the most used pedagogical practices (...) in the new normal, specifically in modular distance learning is the limited face-to-face parent orientation. Enables teachers to incorporate ICT skills to students’ lessons even in modular distance learning, aids in monitoring students’ learning performance using self- learning modules in modular distance learning. Miscommunication because of the distant mode of instruction and difficulties in reaching students due to pandemic are some of the challenges encountered by the teachers in applying pedagogical practices. To address this issue, the researchers designed a capsule training intervention plan that will help teachers enhance their knowledge in choosing and effective pedagogical practice particularly in modular distance learning. (shrink)

The COVID-19 pandemic worsens the crises generated by neoliberal capitalism. The “economic resiliency” of the Philippines is not a strength for the struggling masses rather a “financial strength” for the exporter and importer of surplus capital, e.g. the creditors and investors, favoring the few against the many. The lens and jargon of multilateral development banks bear bourgeois morality and myth describing the Philippine economy and the Filipinos “resilient” amid perennial crises brought by neoliberal ideology. Emphasizing “economic infrastructure” over the (...) “social infrastructure”, e.g. public healthcare, the Philippines attracts the surplus capital of foreign investors but not the confidence of the people as bureaucrat capitalists gain from contracts with the government. When COVID-19 strikes, the Filipinos remind themselves of the need for “social infrastructure” in public health. The COVID-19 pandemic is a reminder since the people already recognize the government’s lack of capacity in dealing with regular maladies like dengue. Though many are organizing themselves in addressing the negligence of “social infrastructure” by the government, a lot more clamor individually through social media for quality public service during the pre-pandemic period, amid the COVID-19, and most likely in the post-pandemic time. It is in this context that this practice note asks: how do Filipinos respond to the government’s response and how should they respond amid and during the post-COVID period? The note benchmarks from the theoretical foundations of social movements as it learns from people providing praxis of mobilizations in different countries for the Filipinos to adopt in their activism and to adapt their strategies when dealing with the “new normal”. (shrink)

Modes of teaching and learning have had to rapidly shift amid the COVID-19 pandemic. As an emergency response, students from Philippine public schools were provided learning modules based on a minimized list of essential learning competencies in Biology. Using a cross-sectional survey method, we investigated students’ perceptions of the Biology self-learning modules (BSLM) that were designed in print and digitized formats according to a constructivist learning approach. Senior high school STEM students from grades 11 (n = 117) and 12 (...) (n = 104) participated in a survey using a 3-point Likert-scale questionnaire uploaded online through Google Forms. The survey results indicate that majority of the students perceived the modules positively, suggesting that aspects of the modules that were salient to students corresponded to essential elements of constructivist pedagogies. However, during interviews, students reported several difficulties in learning with BSLM as it was constrained by, to name a few, the use of unfamiliar words, lack of access to supporting resources, slow internet connection, and time constraints. To address these problems, teachers reported that they gave deadline extensions, complemented modules with other channels of support, and used online and offline platforms for reaching out to students to answer their queries and plan out their schedule for the week. The findings across the data sources point to the complex demands of emergency distance education that teachers, as curriculum designers and enactors, need to bear in mind in order to craft productive pedagogies, constructivist or otherwise, during this unprecedented time. (shrink)

Recent new materialist and posthumanist research in curriculum and pedagogy studies is focusing more and more on the intertwinement between social justice, fairness, and accountability, and how to put these ideals to use to create inclusive, consciousness-raising canons, curricula, and pedagogies that take the dehumanized and the more-than-human into account. Especially pedagogical responsibility, often rephrased as ‘response-ability’ to accentuate the entanglements that this notion engenders versus forgotten or forcefully eradicated knowledges, and between teacher and student as intra-active learners, is (...) highlighted in this ethico-political turn. In this chapter, a critical pedagogical cartography of response-ability is sketched out to philosophically expand on—and also better anchor—the above turn. This critical cartography is put together at the backdrop of critical new materialist reflections with regards to the COVID-19 crisis; a crisis demanding a pedagogical but also ethico-political reorientation toward the hauntological powers of past-present-future injustices, the thick material present, and a more response-able engagement with the world. (shrink)

ABSTRACT A new ‘political philosophy’ is indispensable to the ‘post-Corona world,’ and this paper tries to analyze the future of ‘liberal democracy’ in it. It shows that ‘liberal democracy’ faces a ‘global crisis’ that has begun before, but the ‘novel Coronavirus pandemic,’ as a setback for it, strongly encourages that crisis. ‘Liberalism’ and ‘democracy,’ which had long been assumed by ‘political philosophers’ to go together, are now becoming decoupled, and the ‘liberal values’ of ‘democracy’ are eroding. To find (...) why and how, this paper analyzes ‘authoritarianism,’ ‘totalitarianism,’ and the evils and propensities of ‘democracy’ that bring about further erosions of ‘liberal values.’ There may be difficult trade-offs to be made between ‘liberal’ and ‘authoritarian’ ‘values’ - and, after the experience of ‘Coronavirus,’ this paper shows the ‘illiberal or authoritarian democracy’ may become stronger. -/- KEYWORDS: democracy, liberalism, liberal democracy, illiberal democracy, the novel Coronavirus pandemic, Covid-19, authoritarianism, totalitarianism. -/- EXTENDED ABSTRACT For almost a century in West, ‘democracy’ has meant ‘liberal democracy’-a political system marked not only by ‘free and fair elections,’ but also by ‘liberal values.’ ‘Liberalism’ applied to the problem of the limits of the criminal law would require commitment to the presumption in favor of ‘liberty.’ If the word ‘liberal’ is to have any utility in this context, it should refer to one who has so powerful a commitment to ‘liberty’ that she is motivated to limit the number of acknowledged liberty-limiting or coercion-legitimizing principles as narrowly as possible. So, she only believes in ‘harm-principle’ as the morally relevant reason for criminal prohibitions. ‘Offense principle’ and ‘paternalistic’ and ‘moralistic’ considerations, when introduced as support for penal legislation, have no weight at all. So, it means ‘autonomy’ and ‘self-regarding vs. other-regarding actions distinction’ based on which the human is the owner of her mind and body and everything consenting adults do is beyond the realm of morality and law. It leads to ‘individual’ ‘basic rights and liberties’ such as ‘basic rights and liberties’ of ‘speech,’ ‘religion,’ and ‘property’ and ‘collective’ ‘basic rights and liberties’ such as ‘basic rights and liberties of assembly,’ ‘civil society,’ ‘political pluralism,’ ‘democratic institutions,’ and ‘non-governmental organizations.’ ‘Liberalism’ also believes in ‘equality of conditions, ‘equal and free participatory rights in political decision making,’ and ‘collective self-governance.’ It also believes in the ‘rule of law,’ a ‘separation of powers,’ and ‘checks and balances.’ However, even under fair and free elections, the elected leaders can be ‘populists,’ ‘ultra-nationalists,’ ‘racists,’ ‘fascists,’ and ‘authoritarians’ who do not respect ‘inviolable basic rights and liberties,’ and suppress ‘minorities.’ Democratically elected leaders can routinely ignore constitutional limits on their power and deprive their citizens of ‘basic rights and liberties.’ The two strands of ‘liberal democracy’ have been coming apart in the world, and the ‘liberal’ elements of ‘democracy’ have been fraying and eroding even before the ‘novel Coronavirus pandemic.’ Even before the Coronavirus hit, there was already much discussion of a crisis of ‘liberal democracy.’ In particular, there has been a debate about whether ‘liberalism’ and ‘democracy,’ which had long been assumed to go together, were becoming decoupled. This paper shows ‘liberal democracy’ faces a ‘global crisis’ that had begun before the ‘novel Coronavirus pandemic.’ It also analyzes ‘authoritarianism,’ ‘totalitarianism,’ ‘liberalism,’ and ‘democracy’ and shows that Covid-19 is a setback for ‘liberal democracy.’ What is striking about the current moment is that many of the ‘liberal’ elements of ‘democracy’ are so far holding up under immense pressure. ‘Illiberal democracies’ seemed to be emerging in many countries. This model of ‘illiberal democracy,’ in which elections continue to be held but some individual rights and liberties are curtailed, may emerge stronger from this new crisis. In that sense, the ‘pandemic’ may become a challenge not only to ‘democracy’ as such but also to ‘liberal democracy’ in particular – in other words, a system of popular sovereignty together with guaranteed basic rights, such as freedom of association and expression and checks and balances on executive power. ‘Authoritarian’ procedures may succeed in mitigating the spread of the ‘Coronavirus,’ but the world now faces another problem: that when the virus recedes, many ‘liberal democracies’ will be far less ‘liberal’ or ‘democratic’ than they were before. In times of crisis, ‘liberal values’ have been ignored temporarily in the name of executive power. However, the ‘temporary’ can become ‘permanent.’ In addition, if citizens lose their faith in the legitimacy of ‘liberal democracy’ as the best form of government, and think ‘liberal democracy’ cannot function effectively during a crisis, and ‘authoritarian regimes’ manage the crisis more decisively, the world will slide towards ‘illiberal or authoritarian democracy,’ and many ‘liberal democracies’ will be at grave risk of failure. There may now be difficult trade-offs to be made between those basic rights and security - and, after the experience of Covid-19, many citizens may choose security. (shrink)

Commentary on DPJ Editorial by Robin Alexander (2019), Whose discourse? Dialogic Pedagogy for a post-truth world. This commentary adds emphasis on the importance of the four areas of dialogic pedagogy--language, voice, argument and truth-- that Alexander proposes to be invested in and prioritized more. It is argued that dialogic pedagogy will benefit from the development of the current approach to respond to the post-truth era, rather than from looking for new ways to do dialogue. Finally, (...) it is suggested that practitioners of dialogic pedagogy take the post-truth era as a situation that fosters critical thinking and reevaluation of how dialogue is conducted. (shrink)

We conducted a systematic literature review on the ethical considerations of the use of contact tracing app technology, which was extensively implemented during the COVID-19 pandemic. The rapid and extensive use of this technology during the COVID-19 pandemic, while benefting the public well-being by providing information about people’s mobility and movements to control the spread of the virus, raised several ethical concerns for the post-COVID-19 era. To investigate these concerns for the post-pandemic situation and provide (...) direction for future events, we analyzed the current ethical frameworks, research, and case studies about the ethical usage of tracing app technology. The results suggest there are seven essential ethical considerations—privacy, security, acceptability, government surveillance, transparency, justice, and voluntariness—in the ethical use of contact tracing technology. In this paper, we explain and discuss these considerations and how they are needed for the ethical usage of this technology. The fndings also highlight the importance of developing integrated guidelines and frameworks for implementation of such technology in the post- COVID-19 world. (shrink)

The present study examines how online instruction during the COVID pandemic impacted learning and performs a partial replication of a study by Hahn et al. (2012), which compared students’ testing outcomes of the Major Field Test in Business (MFTB) and the Comprehensive Business Exam (CBE). Our results find that online instruction during the 2020-2021 pandemic isolation period had no significant impact on pre- and post-COVID testing outcomes for either exam. It was further found that the question set (...) employed by the CBE exam appears to have changed from the pre- to the post-COVID testing timeframes, making this exam questionable for assurance of learning purposes when compared to prior year results. (shrink)

The fear of the unknown is the lived reality of the handloom industry in India. Handloom is the second largest employment provider in the country, after agriculture. According to the 2019-20 National Census of Handloom Weavers, there are 31.44 lakh households engaged in weaving and allied activities, out of which 87% are in rural areas. The objective of this article is to study the social enterprises that are looking for innovative ways to receive the handloom sector in the post- (...) class='Hi'>pandemic period. Further its aim to study the digital impact on the handloom sector, especially on women. (shrink)

One of the most unpredictable things the pandemic brought to our societies was the closure of hospitals and other health services to visitors. Preventing the spread of infection was the main reason for these decisions in the early days of the pandemic when there was no clarity about the means of transmission and the origin of the virus. However, in view of the persistence of the restrictions to date and the numerous negative consequences they have had on the (...) professional and personal quality of life of doctors, nurses, patients and carers, the aim of this article is to analyse in depth the reasons why these decisions have been and, above all, are still being applied, also considering the hypothesis that the choices made so far in the training of health professionals should be questioned. The persistence of restrictions, the constant reduction of human and economic resources in the face of an increase in the demand for care have exacerbated the distance between health professionals and users, to the point of escalating into actual acts of violence and aggression. According to the Critical Pedagogy approach, educators can play a central role in activating formative and collaborative strategies, such as maieutic groups, to rebuild an alliance between those who today find themselves on opposite sides: health professionals on the one hand, and patients and families on the other. (shrink)

What would it mean to bring post-secular accounts of learning together with existentialist philosophy, especially in the context of Existentialism classrooms? This essay explores the convergence of the post-secular with the existential, laying out several pedagogical examples of how students might "become" existentially more engaged as students and as post-secular actors.

The oil industry has played a significant role in the economy of modern Iran and Malaysia, especially as a source of transnational exchange and as a substantial factor in industrial and urban development. During the previous century, the arrival of oil companies in the Persian Gulf brought many changes to the physical built environment and accelerated the urbanization process in the port cities. Similarly, the development of the national oil industry had a considerable impact on post-independence Malaysia, affecting balance (...) sheets, the environment, and society. Oil significantly changed Malaysia’s position in the global economy and transformed a predominantly agricultural country into a significant producer of petroleum and natural gas. This paper implements the analytical, historical, and comparative perspectives. Specifically, it focuses on the legacy of oil cities in the Persian Gulf and the South China Sea as the birthplaces of the oil industry in two regions. In both countries, geopolitical importance and oil’s cultural, social, and historical narratives have the potential to represent national unity, political memory, and collective identity. In proposing this grounding, the paper seeks to approach the oil heritage as a particular form of industrial heritage. This research analyses the future of energy heritage, existing Covid-related challenges, and political tensions and examines the various impacts, transitions, and capacities associated with the current international relations, post-pandemic urban developments, and the post-oil future to pave the way for these developing areas of industrial heritage and oil heritage in Iran and Malaysia. (shrink)

Recently, the sustainability concept has become a prominent topic in the tourism and hospitality field, particularly after the COVID-19 pandemic. In response, this study undertook a systematic review of 176 articles to identify the research trends in sustainability within the tourism and hospitality area in the post-COVID-19 era. Using thematic analysis, this study identified five key research trends. The findings offer a thorough overview of the changing research landscape regarding sustainability in the field of tourism and hospitality. Consequently, (...) the study provided recommendations for practitioners and researchers aiming to promote sustainability in the industry. (shrink)

The objective of this case study concentrated on examining the learning gap, going through some components of the transformation process, and coming up with some ways for aiding students who were experiencing lost learning. A qualitative research design was utilized by the researchers to understand and solve the cases related to Mathematics learning difficulties. Creswell (2008) asserts that qualitative research can be used to discover and comprehend the significance that certain people or groups assign to social or human issues. The (...) researchers used purposive sampling to determine 15 student participants to understand the cases of learning loss and prescribe better interventions to the students. To solve the problems associated with loss of learning experienced by the learners after remote learning, a case study will be utilized as the strategy of inquiry since it fits the situation that is to focus the said key cases, discuss some transforming process, and develop interventions. After analyzing the interviews, researchers identified three common themes across the three cases which serve to clarify the learners' experiences after the post-remote learning: the learners' learning experiences during remote learning, factors that caused learning loss in Mathematics, and learners' coping strategies. In a deeper analysis, the impact of distance learning on students during the pandemic goes beyond just the difficulties in learning and understanding lessons which resulted in difficulty in learning math during in-person classes. The lack of in-person interaction with classmates and teachers also contributes to a sense of isolation and boredom, negatively affecting students' overall well-being and mental health. (shrink)

The masterful works Noli Me Tangere (1887) and El Filibusterismo (1891) can be considered as post-colonial writings because they are constantly studied and used as tools for raising awareness and remembering the violence and personal experiences of the Filipino society. This is an indirect description of the colonial period in the perspective of modern times. However, the teaching and appreciation of these writings become complicated because they are often neglected or otherwise considered as a subject that needs to be (...) covered or completed within half a year or in just one semester. As far as the culture of teaching is concerned, it will also be discussed as a basic concept — whether a dominant or emerging culture revolves around this situation. Three things are highlighted in this study: observations, situations, and introductory descriptions in the teaching of the two novels. Aside from observations and analyses, data were also gathered through a survey for teachers and students in selected schools in Marikina City, Metro Manila. (shrink)

Topicality of the research topic. As a result of the COVID-19 pandemic, there is an increase in the instability of the structure of ecosocial systems. Technological innovations have led to a sharp deterioration in natural social ecodynamics. The aim of the research is the conceptual modeling of the proliferation of biopolitics from the social sphere to the field of international relations with the subsequent transformation into a systemic factor of the global evolutionary process. Research methods and results. The model (...) is based on our previously proposed concept of a three-module stable evolutionary strategy of technogenic civilization. In relation to the triple spiral of anthropo-socio-technogenesis, i.e., the historical development of the cultural-ecological niche of Homo sapiens, constructed by him, this means the following. Periods of stable progressive growth of evolutionary and civilizational success are replaced by periods of various scales crisis, up to civilizational or even biological-evolutionary singularity. During the crisis, the importance of the political factor increases sharply, and over the past 50 years, this primarily relates to the field of biopolitics. The regional differentiation of the biopolitical sphere reconstruction during the fight against the pandemic will inevitably complicate international relations not only between regions that belong to different cultural and civilizational types. Probably less so, the same problems will affect the reconciliation of differences caused by geopolitical, interethnic, religious and even economic (competition) reasons. The first phase of the adaptive civilizational response is to reduce the degree of connection between the individual socio-cultural elements of modern civilization, i.e., slowing down the globalization process and intensifying interregional conflicts of various contents. In particular, such contradictions will be most acute in the post-Soviet geopolitical space, where the conditions of the civilizational rift are imposed on the conflicts of the transition period. Due to the specifics of modern high technologies, the process will enter the phase of global socio-techno-ecological self-developing systems reconstruction, which includes man as its element. And the obvious conclusion will be the transition of the development of biopolitical issues to a new, no longer international, but global-evolutionary level. In our understanding, transbiopolitics is a political issue related to the rationalization of the global evolutionary process. The latter will become a bearing element of the global process of evolution of the noosphere with the subsequent complication and increase of cohesion between separate sociocultural types which are a part of system of the modern globalizing civilization. (shrink)

I offer two potential diagnoses of the behavioral norms governing post‐truth politics by comparing the view of language, communication, and truth‐telling put forward by David Lewis (extended by game theorists), and John Searle. My first goal is to specify the different ways in which Lewis, and game theorists more generally, in contrast to Searle (in the company of Paul Grice and Jurgen Habermas), go about explaining the normativity of truthfulness within a linguistic community. The main difference is that for (...) Lewis and game theorists, “truthful” signaling follows from an align- ment of interests, and deception follows from mixed motives leading to the calculation that sending false information is better for oneself. Following in the Enlightenment tradition, Searle argues that practical reasoning, which involves mastery of at least one language, requires that actors intend to communicate. This intention includes constraining the content of statements to uphold veracity conditions. After distinguishing between these two accounts, I will artic- ulate the implications for explaining, and even informing actions, constitutive of post‐truth politics. I argue that the strategic view of communication is suffi- cient neither to model everyday conversation nor to reflect a public sphere useful for democratic govern- ment. Both the pedagogy of strategic communication as cheap talk, and its concordance with new digital information technologies, challenge norms of truthful- ness that underlie modern institutions essential to an effective public sphere. (shrink)

Background: In response to the pandemic caused by COVID-19, World Health Organization (WHO), together with International Severe Acute Respiratory and Emerging Infection Consortium (ISARIC), developed research protocols facilitating global collaboration and accelerating the understanding of the disease, to identify the potential symptoms and persistent sequelae in infected individuals, which can be used in different areas of health, that is, in primary care, at a hospital or outpatient level, both public and private. Objective: To describe the International Severe Acute Respiratory (...) and Emerging Infection Consortium (ISARIC) protocol as a new global collaborative platform for global clinical trials targeting post-COVID-19 patients. Methods: The standardized forms were developed from the COVID-19 Clinical Characterization Protocol (PCC) by the ISARIC/WHO working group composed of specialist researchers with experience in clinical research in different areas of medicine and public health, especially outbreaks and infectious diseases. Conclusion: It is expected that the creation of a database composed of different populations from all over the world will help in the characterization of risk factors, in the best form of clinical intervention and in the best prevention strategies for physical, neurological and psychosocial sequelae in the medium and long term in post-COVID-19 patients. (shrink)

Getting a graduate education is one of the most important parts of a professional in a field. It allows them to climb higher in the professional rankings or even get higher pay for their academic work. All graduate students are adults and self-directed due to their past experiences in work or practice. However, when the pandemic hit the world, these self-directed learners were not spared from shutting of schools. In the Philippines, most graduate schools deliver their lessons through the (...) traditional mode or face-to-face until the pandemic that they shifted in the emerging online learning modality. Using the mixed method of quantitative and qualitative type of study the researchers were able to gather 419 graduate students from various regions of the archipelago to take part in the study. The researchers found out that upon experiencing the benefits of online learning, graduate students want to continue this modality even in the future. More than a third of the respondents also claimed that they want the blended or hybrid type of graduate studies as opposed to going back to the more traditional face-to-face classes. The reasons for these can vary on each learner’s situation. (shrink)

A planetary panic and almost deserted cities, fear of food shortages, and the growing threat of an invisible virus that does more damage day by day. In the time of the COVID-19 pandemic, many believe that science fiction has now been overtaken by reality. In these times of adversity, what does it take to survive when the world comes crashing down? How do humans stay resilient, manage their growing stress, and somehow navigate through the crisis? More specifically, how do (...) humans cope with isolation and loneliness in the light of a global outbreak? What does science fiction have to tell us about this? For the bewildered population, science fiction has been recognized as an ingredient to understand an unexpected reality. In this article I explain, through the philosophical eye of Francis Lawrence’s movie I Am Legend (2007), how a coping skill such as imagination, in the age of pandemics and social distancing, can mutate into a “Second Reality” that fills the gap left by the former (pre-outbreak) reality. (shrink)

When evidence-based policymaking is so often mired in disagreement and controversy, how can we know if the process is meeting its stated goals? We develop a novel mathematical model to study disagreements about adequate knowledge utilization, like those regarding wild horse culling, shark drumlines and facemask policies during pandemics. We find that, when stakeholders disagree, it is frequently impossible to tell whether any party is at fault. We demonstrate the need for a distinctive kind of transparency in evidence-based policymaking, which (...) we call transparency of reasoning. Such transparency is critical to the success of the evidence-based policy movement, as without it, we will be unable to tell whether in any instance a policy was in fact based on evidence. (shrink)

The emergence of COVID-19 has made it ever more onerous for the world economy to rethink the way things are done and to be done. The need and almost compulsory way of services being catered for will never have been made so practically obvious without the influence of a pandemic like COVID-19. The world at some point in time was almost brought to a standstill, with services pertaining to supply-chain deliverables, education / professional development and many more almost brought (...) to a halt. This paper has the platform for critically assessing the pathway SSA economies (SSA) should follow, notably creativity in new technologies, while adopting a stance on ISI approach in order to reduce its reliance on the importation of essential commodities, which seem to have been a worrying concern throughout the crisis of COVID-19. Suggestions for SSA economies to embrace the notion of creative destruction is the focal point in this paper for the realization of growth and development, while at the same time harnessing the power of human integrity to champion competitive innovation. (shrink)

In this paper I attempt to trace an entanglement of an event documented in my PhD research which contests dominant modes of enquiry. It is experimental research which resists the human subject as the most important aspect of research, the only one with agency or intentionality. In particular, I analyse the process of the making of the circle, and how integral it is in contributing to building the Community of Enquiry, the pedagogy of Philosophy with Children. I offer a (...) critical posthuman analysis which engages with the material-discursive entanglements of the making of the circle. I move beyond the linguistic turn by paying attention to the intra-actions in between human and more-than-human, place, the circle and the chairs. I show how the mainly authoritarian adult-child relationships prevalent in most South African schools, can be disrupted through this pedagogical approach. This research takes place with a group of Grade 2 learners in a government school in South Africa. (shrink)

This paper explores relationships between environment and education after the Covid-19 pandemic through the lens of philosophy of education in a new key developed by Michael Peters and the Philosophy of Education Society of Australasia. The paper is collectively written by 15 authors who responded to the question: Who remembers Greta Thunberg? Their answers are classified into four main themes and corresponding sections. The first section, ‘As we bake the earth, let's try and bake it from scratch’, gathers wider (...) philosophical considerations about the intersection between environment, education, and the pandemic. The second section, ‘Bump in the road or a catalyst for structural change?’, looks more closely into issues pertaining to education. The third section, ‘If you choose to fail us, we will never forgive you’, focuses to Greta Thunberg’s messages and their responses. The last section, ‘Towards a new normal’, explores future scenarios and develops recommendations for critical emancipatory action. The concluding part brings these insights together, showing that resulting synergy between the answers offers much more then the sum of articles’ parts. With its ethos of collectivity, interconnectedness, and solidarity, philosophy of education in a new key is a crucial tool for development of post-pandemic education. (shrink)

My research is a result of accumulated provocation of obsolete and paralyzing education that has been frozen since the middle ages. We have to admit that before the pandemic, education was already in crisis. Governments have been ignoring to adopt any comprehensive plan to reform the educational systems till it has been unprecedently disrupted by COVID-19. I try through this paper to make a global call for governments to immediately start cooperating together for setting international qualifications framework that best (...) suit future competencies. This call should be prioritized on the world agenda. It would be more plausible for governments, UNESCO and other education stakeholders to seize the opportunity of the 2020 disruption of life cycle for the maximum benefit of humanity. For this to happen we need exceptional leaders with extraordinary vision to transform education instead of ensuring children can keep learning and that every single child returns to school after the pandemic. Another challenge to be expected is the reduction in education budgets being under pressure as governments shift spending towards the health and economic response to the pandemic. The impact of schools closing on a generation of children will be immense on the long term. We must act now to save the education and life chances of generations of youth. At this time of unprecedented crisis, the world must come together to protect education and put it at the very heart of the global recovery effort. Recovery, not as before but as convenient and sustainable with the perspective requirements. It is time to expose youth to real life experiences; we need our children to learn about finance from characters like Jef Bezos or Bill Gates or Mukesh Ambani; to learn about psychology from John Anderson, Eliot Aronson and Ahmed Ukasha; to know approaches of math and physics as Elon Musk and Steve Wozniak. We shouldn't settle for less when it comes to building minds and souls of our children. With all due respect to teachers and university professors, they are not the only best option for qualifying and training our youth for tomorrow's challenges. However, those entrepreneurs are not teachers or willing to be, education specialists and strategists are required to set the vision and the procedures required to pave the way for highly practical competencies framework. Analgesics are no longer feasible. (shrink)

Artykuł zawiera przegląd wybranych powiązań pandemii COVID-19 z teoriami ryzyka. W pierwszej kolejności przedstawiono podstawowe pojęcia dotyczące przygotowania i mobilizowania sieci podmiotów polityki publicznej do wspólnych działań w warunkach niepewności. W dalszej części omówiono zagadnienie gotowości na ryzyko wystąpienia pandemii i jej zwalczania. Następnie przedstawiono wybrane możliwe efekty społeczne, gospodarcze i polityczne pandemii COVID-19. W podsumowaniu wskazane zostały rekomendacje dotyczące zarządzania podmiotami publicznymi na dalszych etapach rozwoju pandemii i w okresie po pandemii oraz propozycje dalszych kierunków badań. // The article (...) presents an overview of selected connections of the COVID-19 pandemic with risk theories. The study first explores the basic concepts of preparing and mobilizing networks of public policy actors to act together under conditions of uncertainty. The following section discusses the pandemic risk preparedness and fighting. Then, selected possible social, economic and political effects of the COVID-19 pandemic are discussed. In summary, recommendations regarding the public management in the further stages of the pandemic development and in the post-pandemic period were indicated, as well as proposals for further research directions. (shrink)