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School innovation for continuous learning in the period of a health shock and pupils’ mental wellbeing in Burkina Faso and Ethiopia

Efobi, Uchenna (2023) School innovation for continuous learning in the period of a health shock and pupils’ mental wellbeing in Burkina Faso and Ethiopia. Education Economics, . ISSN 0964-5292. (doi:10.1080/09645292.2023.2283686) (KAR id:103990)

Abstract

This study focuses on the psychological consequences of school innovation for ongoing learning during the COVID-19 lockdown, which includes teaching strategies that use both online and offline (e.g. telephone-based instruction) teaching methods. Based on survey data obtained from Burkina Faso and Ethiopia, as collected by UNESCO/IEA, it is evident that the existence of learning innovation in schools is associated with a significant reduction in the likelihood of children reporting poor mental health and experiencing negative emotions. The results indicate that the gender of teachers and students, and the location of the schools, play a significant role in influencing the outcomes.

Item Type: Article
DOI/Identification number: 10.1080/09645292.2023.2283686
Uncontrolled keywords: Mental health; Education; School innovation
Subjects: H Social Sciences > H Social Sciences (General)
L Education
L Education > L Education (General)
R Medicine
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research
Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Personal Social Services Research Unit
Funders: University of Kent (https://ror.org/00xkeyj56)
Depositing User: Uchenna Efobi
Date Deposited: 21 Nov 2023 09:30 UTC
Last Modified: 09 Jan 2024 13:04 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/103990 (The current URI for this page, for reference purposes)

University of Kent Author Information

Efobi, Uchenna.

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