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COVID-19 Related Innovations in the Public Sector: Education in Brazil

Student’s Name
Institutional Affiliation
Course
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Abstract

COVID-19 has prompted a significant shift in the entire public sector. In the education sector,

which is the paper's main focus, students, professors, and teachers have suddenly shifted from

face-to-face classes to online platforms. This is taking into account that there was no prior

training or notice. This dissertation focuses on an assessment of COVID-19 related innovations

in the education system. The paper also focuses on verifying how the need for change to e-

learning in response to the chance of not maintaining the face-to-face system as a result of the

social distance and isolation requirements to combat the spread of the virus. The pandemic has

significantly compromised the performance and relationships of students, professors, and

teachers. The study has adopted the exploratory research method. To effectively cover the

empirical side of the study, 200 questionnaires were emailed to high school, elementary, and

kindergarten teachers in Sao Paulo, Brazil. 100 professors from the top 60 universities in the

country were also sent the questionnaire via email. Further, an investigation was conducted

through scientific databases to address the theoretical aspect of the exploratory study. Data was

analyzed using Microsoft Excel 2019. Consequently, the findings revealed that technological

innovations were embraced in the education sector as the pandemic had adversely affected work

conditions. Students, teachers, and professors could no longer undertake the teaching and

learning processes like before. Finally, the study proposed a framework which may support the

development of new research, filling the literature gap on the issue of adopting technology in the

education sector.
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Introduction

The global pandemic has led to a rise in various challenges for the human race. The major

challenges have transpired in the education sector, where universities and schools were forced to

interrupt their one-on-one (presential) activities to transition to e-learning. The research

undertaken by Aguilera-Hermida (2020) revealed that learners were in favor of presential

classes. This means that the online approach resulted in a decline in motivation, cognitive

engagement, and self-efficacy. Further, with the rapid changes that the world had to undergo,

both learners and parents alike exhibited feelings such as worry, loss, change of behaviour, and

mood (Asbury et al., 2021). On the contrary, the utilization of the internet and other technologies

increased extraordinarily after the emergence of COVID-19. In fact, Holt et al. (2020) assert that

learners appreciated the novelty, flexibility, as well as ability to interact with the external

environment.

Globally, Brazil is ranked 32nd in the world for its quality of education. However, in the form of

PNE, there are more than twenty measures that the nation is adopting to increase quality

(University of the People, n.d.). According to the Secretariat of Education of the State of Brazil:

São Paulo has the largest education network in Brazil, with 5.4 thousand schools, 3.7

million students and 245.2 thousand servants in the teaching staff (QM), the School

Support Staff (QAE) and the Secretary of Education Staff (QSE). There are more than

139.9 thousand active teachers and 4.8 thousand school principals distributed in 91

Regional Directorates of Education, which are grouped in 15 Regional Centers (OER

World Map, 2022, para 1).

This paper seeks to evaluate how the need for rapid changes to online learning in response to the

impossibility of maintaining the face-to-face system as a result of the compulsory social distance
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rule that the pandemic has imposed. This has impacted the performance and relationships

between students, professors, and teachers. Additionally, the paper will assess the technological

innovations and procedures that have been adopted to guarantee sustainability in the education

sector. It is imperative to note that the analyses were founded on email questionnaires sent to

high school, elementary and kindergarten teachers in the city of Sao Paulo. The questionnaires

were also sent to professors of the top 60 universities in Brazil. This dissertation is structured in

the following ways. The first is the introduction, followed by a literature review, and then the

materials and methods. The fourth section is findings and discussion, and finally, the conclusion,

study limitation as well as the direction of further studies.

Literature Review

The global pandemic has given rise to a catastrophe in the healthcare sector and was disruptive to

other areas in the public sector. It changed how humans led their daily lives. Further, the

pandemic brought panic and uncertainty among the human race. For the education sector, the

pandemic brought about challenges which necessitated the need for a transition-from face-to-

face education approach to online (e-learning). The transition was mainly because of the social-

distancing requirement to curb the spread of the virus (McRoy et al., 2020). Education

institutions have had to implement distance learning remedies as well as digital platforms, which

changed the education paradigm. Papouli et al. (2021) opine that digital platforms and

technologies became part of the life of every learner during the pandemic. Research conducted

by the scholars confirmed that the techniques were deployed to keep learners engaged during the

lockdowns. Online learning was deemed the main option to attaining educational goals in

uncertain times (Jha, 2020). Prior to the onset of the pandemic, the technologies that were

present in educational institutions were only limited to research. COVID-19 had to force the
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institutions to delve much into technologization (Cote et al., 2020), which facilitated the

reduction of the spread of the virus. Online learning will not replace face-to-face education

because of problems such as connectivity lack of materials like tablets, mobile phones, and

laptops (Benhima & Benabderrazik, 2020). Nonetheless, Dilmac (2020) affirms that the

utilization of technology in the education sector has become real after the onset of the pandemic.

Technology in the sector has done away with the space and time constraints, overcoming the

limitations imposed by social isolations. Students, professors, and teachers faced challenges and

uncertainties due to the sudden closure of educational institutions and the consequent shift to

distance learning. Kim and Padilla (2020) listed the challenges faced by students. They include

declines in the learner performance, lack of adequate parental support, unstable internet

connections, and lack of private and quiet workplaces. Rajhans et al. (2020) contend that the

adverse conditions presented by the pandemic provided an opportunity to innovate and

restructure the education sector. Furthermore, Schildkamp et al. (2020) admit that the pandemic

has called for the innovative utilization of various technologies, demanding that students,

professors, and teachers acquire new competencies and skills. Technology as a tool in the sector

is increasingly deployed. The fourth industrial revolution's (industry 4.0) concepts are the main

points for the changes and improvements. Without the tools, education ought to have caved-in in

the wake of the pandemic. According to Code et al. (2020), five themes stand out after taking

into account the education technologies: sustainability, effectiveness, motivation, access and

equity, and student competency. Morley and Clarke (2020) invite the public to rethink learning

in this digital era. According to the scholars, new technology was important, especially during

the pandemic. However, the technologies were not adequate. Attending an educational institution

was not aimed at getting information. It also means allowing learners to enjoy values and engage
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in community activities. Apart from other goals, education institutions serve to socialize learners

(Colao et al., 2020). Goh and Sandals, 2020) are of the view that profound discussions on the

future of learning will be needed. Virtual schooling is a type of schooling. As a result,

technology supports the type of schooling. However, Ibrahim et al. (2020) affirm there is some

level of resistance from students, professors, teachers against the acceptance of technology in the

sector as the only approach to teaching. According to Daniel (2020), virtual schooling enhanced

engagements between education, technology, students, professors, and teachers. Professors and

teachers were to improve their digital competencies (Morley &Clarke, 2020). The pandemic

presented an opportunity for the enhancement of the entire education sector. In other words,

COVID-19 has fueled a revolution in the education sector. Many changes have come as a result

of the pandemic. The changes will make good innovators, collaborators, and educators (Torda,

2020). An opportunity arises for exploring other effective teaching approaches. Evidence

suggests that technology adoption should be viable after the COVID-19 era passes (Vigersky et

al., 2021). There is also the need to assess as well as expand studies to guide new learning and

teaching practices (Hays et al., 2020). In a study conducted in Vietnam, the findings reveal that

undergraduate learners faced challenges in e-learning (Dinh & Nguyen, 2020). However,

according to the study, the learners could circumvent the challenges. The world of academia had

to adapt to the new developments to realize progress. Additionally, in a research study by Khalil

et al. (2020), online education, as well as synchronized e-learning, were well embraced by

students and learners in Saudi Arabia. It is, therefore, prudent to assert that the new modality is a

representation of a promising future for the entire sector.

Pedagogy for Continuing Education Online

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There is a shift in the manner in which educators deliver education through the different online

tools and platforms. Distance, online learning, and continuing education have grown to become

solutions to the unprecedented pandemic, regardless of the difficulties posed to learners and

educators. Transitioning from conventional presential learning to e-learning may be a different

experience for educators and learners, which they need to adapt to, with the unavailability of

other options. Educators and the education system have had to adopt the education in an

emergency through different online tools and platforms are forced to adopt strategies that they

were unprepared for. According to Subedi et al. (2020), online learning tools have been critical

during the pandemic, allowing educational institutions to facilitate learning. Whereas adapting to

the new changes, student and staff readiness should be supported and gauged accordingly.

Students with a fixed mentality find it challenging to adjust and adapt, while the students with a

growth mentality adapt faster to the new environment. Notably, there is no one-size-fits-all type

of pedagogy for e-learning. Various subjects have different needs. According to Doucet et al.

(2020), different age groups and subjects call for distinct approaches to e-learning. Basilaia and

Kvavadze (2020) opine that e-learning allows the physically challenged learners with the

freedom to be part of the virtual learning environment, calling for limited movements. As

educational institutions had to close down to cope with the virus, educators, parents, and learners

worldwide have felt the pandemic's unanticipated effects. While frontline workers, government

authorities, as well as healthcare workers were doing their best to slow the spread, education

institutions have been trying to continue dispensing quality education for every learner during

the challenging times. Many learners at home/living spaces have gone through emotional and

psychological distress and have not been able to engage constructively. Petrie (2021) contends

that the best practices for e-learning are yet to be evaluated.

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The adoption of relevant and suitable pedagogy for e-learning is contingent on the exposure and

expertise of information and communication technology for both the learner and the educator.

Among the online platforms utilized so far include collaboration and communication platforms

like Google Classroom, Microsoft Teams, Blackboard and Canvas, which allow educators to

develop educational courses, skills and development programs. Alternatives such as workplace

chat, file storage and video meeting keep class sessions organized. Further, technological

innovations often support sharing different content such as videos, audio, Excel files, PDF, and

word. They facilitate the tracking of student assessments and learning by using quizzes as well as

rubric-based tests of submitted tasks.

The flipped classrooms are simple strategies for offering learning resources like pre-recorded

videos, articles, and YouTube links before classes begin. According to Doucet et al. (2020), the

online class times are then used in the deepening of understanding by way of discussions with

peers and faculty. This is one effective approach to promote skills like critical thinking, problem-

solving, as well as self-directed learning. The virtual class platforms such as video conferencing

(WebEx, Cisco, Zoom, Google Hangouts Meet, Slack, among others) and customizable cloud-

based learning platforms like Skype, Big Blue Button, Moodle, and Elias, are on the rise.

Teaching and Learning Challenges

The availability of a plethora of platforms as well as internet-based educational tools is not short

of regular hiccups through their use-for both learners and educators alike. Various scholars have

identified and noted the different challenges. For instance, Murgatrotd (2020) identifies

affordability, accessibility, flexibility, learning pedagogies, educational policies, and life-long

learning as major challenges that the education sector faces as a result of the adoption of the

technologies. Many nations across the globe have major issues with internet access devices, and
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a reliable internet connection, Whereas, in many developing countries, economically

unprivileged children are not able to afford internet-enabled devices. As a result, e-learning

poses considerable risk of exposure to high screen times. Thus, it has become necessary for

learners to engage in off-net activities as well as self-exploratory learning. The lack of guidance

from parents or guardians, particularly for the young students, is another notable challenge since

they are all engaged or committed to economic pursuits. It is imperative to note that there are

practical elements around a physical workspace that is conducive to various types of learning.

The other challenge is that, on one hand, the innately motivated students are not impacted in their

learning process because they require minimum guidance and supervision. On the other hand,

weak learners and experience learning difficulties constitute the vulnerable group. Some

academically competent students hail from economically disadvantaged backgrounds and are not

able to afford and access online learning.

According to Sintema (2020), learners' degree of academic performance is likely to reduce for

the lessons taken for internal examination and year-end examination because of reduced contact

hours for students and the lack of consultations with tutors when they are faced with learning

difficulties of understanding. Student assignments are conducted online. This is graced with

many trials and errors, confusion and uncertainties among parents, learners, and teachers. The

technique adopted to undertake online examinations differs depending on the expertise of the

educators and the learners' compatibility and convenience. Necessary measures, such as checking

similarity indices, are yet to be implemented in institutions mainly because of the enormous

population of students. The lockdown of colleges and schools did not only impact internal

examinations and assessments for main qualifications such as the General Certificate of

Secondary Education but also A-levels. They have been cancelled for the whole cohort in the
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United Kingdom. The United Nations (2020) states that cancellation or postponement of the who

exam assessment may be a grim possibility depending on the lockdown duration. Different

recruitment exams, state-level board examinations, entrance exams, and university level

examinations have been postponed, in a country like India, for example, because of the national

lockdown. Diverse entrance exams (NATA 2020, BITSAT 2020, MAT 2020, CLAT 2020,

ATMA 2020, among others) were rescheduled or postponed (Godber & Atkins, 2021). The

country's education system in schools has been adversely affected by the situation.

Further, the careers of some learners may benefit from the disruptions. For instance, in a country

like Norway, a decision was made that all 10 th graders will be given or awarded high school

degrees. A study conducted in France showed that the 1968 abandonment of the regular exam

procedure after the student riot resulted in a positive long-run labor market consequence for the

affected cohort. (Maurin & McNally, 2008). Time spent at school increases the learners'

awareness and social skills besides being a fun activity for kids. There are social, economic, and

psychological effects on the students' lives while they are not in the normal school schedule.

Many of the students have now taken up online classes, spending extra hours on online

platforms, which have exposed children to internet exploitation. Increased as well as

unstructured time spent on e-learning have exposed kids to potentially violent and harmful

content. This also comes with great risks for cyberbullying. Strict containment and school

closure measures imply that more families have depended on digital and technology solutions to

engage children in learning, connecting them to the outside world, and entertaining them.

However, not all learners had the necessary skills, knowledge, and resources to guarantee their

safety online.
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In a region like Bhutan, many learners come from rural areas where parents are illiterate farmers.

Learners are engaged in helping their parents in farming endeavors like tending to livestock and

household errands (Brassard, 2017). Some learners went ahead to request for the postponement

of their exam time toward the afternoon because, in the morning hours, they had to go to the

fields to work. Some learners assert that they had to care for sick family

members/grandparents/parents. By the close of the day, it became challenging for them to keep

up with lessons. Many of the learners did not have access to smart televisions or phones. This is

in with conjunction to the poor internet connection. Parents whose kids were in the lower grade

felt that it would be good if their kids repeated the entire academic session. There is less or no

income for many people across the world due to the closure of offices and businesses. The costs

for data packages are comparatively high compared to the mean income earned. The constant

access to the internet is a costly endeavor for the community that heavily relies on farming to get

an income. The majority of people encourage video classes (online face-to-face). Nonetheless,

some learners (the economically impoverished) are of the opinion that the approach consumes a

lot of data packages. The tutors are in limbo as to whom they should listen to. The other dilemma

rests on the type of tools that should be adopted. Some hold the view that pre-recorded videos

may be a solution. However, the approach will limit interactions. It is hard to design a good

system that fits the learning requirements and is convenient for all learners.

Teaching and Learning Opportunities

Even though there are numerous challenges for schools, educators, as well as the government

regarding the adoption of online lining from a different perspective, there are various

opportunities that the pandemic created for the distant plan and unprepared for implementing e-

learning.
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The pandemic has created a strong link between parents and teachers than ever. Homeschooling

needs the parents to support the learners' learning economically and academically. Differently-

abled children need special and additional support during these unprecedented times. The

adoption of internet platforms like Zoom, Google Classroom, virtual learning environments as

well as social media together with forums WeChat, WhatsApp, Messenger, and telegram are

being tried and explored for learning and teaching for the first time to ensure that education

continues. This may further be explored even when the presential classes commence. The

platforms may offer extra coaching and resources to students.

Educators are required to come up with creative programs which help in overcoming the virtual

teaching limitations. Teachers collaborate actively at various levels to enhance online teaching

techniques. (Doucet et al., 2020) opine that there are incomparable cooperation opportunities,

creative remedies, as well as willingness to learn and create new tools as students, parents, and

teachers share the same experience. Many educational institutions give the solutions and tools for

free to support and help in learning and teaching in more engaging and interactive settings. E-

learning has offered the opportunity to learn and teach in innovative ways as opposed to learning,

and teaching experiences exhibited the traditional classroom environments.

Materials and Methods

Materials

This section of the paper demonstrates the path traced to accomplish the goals. The study used

questionnaires sent to high school, elementary, and kindergarten teachers in the city of XXXX

and professors of the first 60 universities in Brazil.

Methods
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The study had high school, elementary, and kindergarten teachers who live in the city of XXXX.

The information was based on the 2018 Brazil school census report. According to the report,

66999 teachers are spread across the 1439 municipal schools, 2010 private schools, 28 federal

schools, and 457 state schools. The list of universities was based on the Sao Paulo University

Ranking index—the RUF index. The index assesses universities based on five leading indicators.

They include quality of teaching, innovation, internationalization, evaluation of the labor market,

and scientific research (Antonio et al., 2018). The questionnaire pretest to determine validity was

conducted on a professor and teacher sample in 2021. After amendments, the questionnaires

were deemed fit for the study sample. To acquire valid results and the impossibility of

interviewing the whole population, a random sample of the target population was done. Emails

containing the questionnaires were sent to the study participants requesting them to participate in

answering a questionnaire (Appendix A). The professors and teachers agreed to the publication

of the finding on one condition: their names and those of their institutions should not be

disclosed. Taking into account high school, elementary, and kindergarten teachers, 121 responses

out of 200 were received (response rate of 61%). 80 of them (65.6%) were women, and 42

(34.4%) were men. The study participants were of the following characteristics: age-40 to 60

years (57.3%); experience-distributed in the range of 10 to 30 years (90.1%); municipal school

teachers (42.1%); state school (36.7%); high school (40.3%). Regarding the questionnaires

emailed to professors, the response rate was 78%. Of the 78 professorial responses, 42 were

women, while 36 were men. The study participants in this category had the following profiles:

age-40-60 years (56%); experience-distributed between 1 -30 years (50.3%); class professors

(80.3%); federal university professors (45.6%); undergraduate professors (83.4%). A descriptive

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analysis of the findings was conducted through a frequency distribution to characterize the

respondents-professors and teachers.

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