Title: Divergent Experiences: COVID-19 Pandemic Responses and Public Trust Across Nations

Introduction: The COVID-19 pandemic has been a global crisis of unprecedented scale, affecting millions of lives
across the world. This research paper examines the experiences of individuals from different countries during the
pandemic, focusing on their personal challenges, coping mechanisms, and perceptions of government responses. By
analyzing oral history interviews from Afghanistan, Italy, and Myanmar, we gain valuable insights into how the
pandemic impacted daily life, mental health, and trust in governmental institutions across diverse cultural and
political contexts.

The pandemic not only posed a significant public health challenge but also disrupted social norms, economic
stability, and educational systems. This study aims to shed light on the varying impacts of these disruptions and the
different ways individuals and societies responded to them. By comparing experiences across these three distinct
countries, we can better understand the complex interplay between government policies, cultural factors, and
individual resilience in times of global crisis.

Methodology: This study utilizes oral history interviews conducted with individuals from Afghanistan, Italy, and
Myanmar. The interviews provide firsthand accounts of people's experiences during the pandemic, offering rich,
detailed narratives that capture the nuances of living through this global event in different parts of the world. The
interviewees represent diverse backgrounds, including students and young adults, providing a snapshot of how the
pandemic affected those at crucial stages of their personal and professional development.

The interviews were analyzed thematically, focusing on key areas such as personal experiences, coping mechanisms,
perceptions of government responses, changes in daily routines, and the impact on education and social life. This
approach allows for a comparative analysis that highlights both common themes and stark differences across the
three countries.

Findings:

1. Personal Experiences and Coping Mechanisms:

Afghanistan: In Afghanistan, the pandemic brought significant disruption to daily life, compounding existing
challenges in a country already facing political instability and economic hardship. Interviewee Haroon Azizi
reported experiencing depression, anxiety, and a profound loss of hope. He described the pandemic as a time when
"you lose everything—hope, your normal life, everything."

The sudden shift in daily routines was particularly challenging. Azizi mentioned, "Everything changed suddenly,"
highlighting the abrupt nature of the pandemic's impact. Coping mechanisms varied, but common strategies
included:

1. Binge-watching movies and TV shows: Azizi reported watching "like 20-30 shows and around 100
movies," using entertainment as a form of escape and distraction.
2. Cooking: Learning to prepare new dishes, including baking cakes and cookies, provided a creative outlet
and a sense of accomplishment.
3. Attempting to study: Despite having more free time, Azizi found it challenging to focus on studies,
managing only "2-3 hours a day at most, even though I had the whole day."

The lack of external motivation and structure led to what Azizi described as "a kind of lawlessness" in his life,
reflecting the broader sense of disorientation many experienced during lockdowns.

The impact on education was significant. Azizi mentioned missing crucial preparation time for an important exam
(the Concrete exam), which "turned my life upside down." This highlights how the pandemic disrupted not just daily
routines but also long-term plans and aspirations.
Italy: In Italy, one of the first European countries severely hit by the pandemic, respondents highlighted the
difficulties of adapting to confined living spaces during strict lockdowns. Irene Maira, a 21-year-old student from
Rome, described the challenge of "finding personal space" in a small house shared with family members for months
on end.

The abrupt transition to online schooling was initially chaotic. Maira reported, "They were not organized, which is
very typical of Italy, so there was no organization whatsoever." This lack of structure made it difficult for students to
establish new routines, with Maira noting, "I couldn't really find a routine. I was waking up at different times every
day."

Coping strategies in Italy included:

1. Watching movies: Maira set a goal to watch at least one movie a day as a form of distraction.
2. Cooking: Like her Afghan counterpart, Maira found cooking to be a meditative practice, helping her focus
on something productive.
3. Creative makeup: As a form of artistic expression, Maira engaged in creating elaborate makeup looks,
describing it as "kind of doing art, but I cannot draw, but I can do stuff on my face a lot better than I can do
it on paper."

The Italian experience also highlighted the surreal nature of the pandemic's onset. Maira recalled, "It didn't feel real.
It didn't feel like something that was actually happening," echoing a sentiment of disbelief shared by many globally
in the early stages of the crisis.

Myanmar: Interestingly, some individuals in Myanmar reported feeling more comfortable during the initial stages of
the pandemic. Angeline, a student from Myanmar, described the pandemic period as "a time of rest for me, and I felt
very comfortable. It was a time that I could reflect on my life as well."

This positive perspective was shaped by Angeline's personal circumstances. As a final-year university student, the
pandemic provided an unexpected break from the pressure of job hunting and further education planning. She noted,
"When the pandemic happened, I didn't have to do anything. And it's not just me; everything stopped, right?"

Coping mechanisms in Myanmar included:

1. Spiritual practices: Angeline developed habits like yoga, meditation, and specific Christian practices such
as Lectio Divina and praying the rosary.
2. Reading: A mix of fiction, non-fiction, and spiritual books provided both entertainment and personal
growth.
3. Online Bible study: Unable to attend church physically, Angeline participated in virtual religious
gatherings twice a week.
4. Exercise: Physical activity became a regular part of her routine during lockdown.

However, it's crucial to note that Myanmar's experience was uniquely complicated by concurrent political unrest.
Angeline mentioned, "In 2020, it wasn't just COVID; the coup was happening as well." This political context often
overshadowed pandemic concerns, creating a complex situation where COVID-19 was just one of multiple crises
facing the population.

2. Government Responses and Public Trust:

Afghanistan: The Afghan government's response was perceived as moderately effective, with Azizi rating efforts at
"about seven out of ten." The government utilized various media channels to advertise safety measures, urging
people to maintain social distancing and practice hand hygiene.
However, implementation and public adherence to these measures were limited. Azizi observed, "People didn't care
about it. Even in banks, people didn't follow the guidelines." This lack of compliance was attributed partly to
cultural and religious beliefs, with Azizi noting, "They believed if God didn't want something to happen, it
wouldn't."

The absence of strict enforcement or punitive measures for non-compliance contributed to the limited effectiveness
of government directives. Unlike some other countries, Afghanistan did not implement fines or other penalties for
violating COVID-19 restrictions.

The government's capacity to provide support was limited by the country's economic constraints. Azizi mentioned,
"The government didn't even distribute masks or soap to people," highlighting the challenges faced by a developing
nation in responding to a global health crisis.

Italy: In Italy, the government's response was characterized by sudden, strict lockdowns and a rapid shift to online
education. The initial disorganization in implementing these measures led to confusion and anxiety among citizens.

Maira described the early stages of the pandemic response: "The first two weeks were very disorganized, because
obviously, from what the government said, it was only gonna be for two weeks. So they didn't think they would
need to have online school."

As the situation evolved, more structured approaches were adopted. For example, schools implemented a system of
alternating student groups for in-person classes. Maira explained, "They found this solution that they would divide
us in two groups. So we would be like eight people one week, eight people the other."

The Italian experience also highlighted the psychological impact of repeatedly extended lockdowns. Maira recalled,
"I remember when they first told us that we had to stay home, they said it was only gonna be for two weeks... But
then something did happen, and we stayed home for I think two months."

Myanmar: Myanmar's government response was generally viewed positively by the interviewee. Angeline reported
effective collaboration between the government and the public in establishing quarantine centers and providing free
treatment.

She noted, "The government initiated a lot of measures at the time... A lot of people, including students and
teachers, volunteered in those centers, and wealthy people donated a lot of money to establish them."

The government's approach to enforcement was relatively lenient. Angeline mentioned, "The government didn't
impose severe punishments but fined people instead," for violations of pandemic restrictions.

However, there were some criticisms regarding the timing of initial closures of educational institutions. Angeline
recalled, "The government didn't immediately close down high schools and universities. We could see that things
were getting worse, but the government did not close down these institutions immediately."

A notable aspect of Myanmar's response was the provision of free treatment. Angeline stated, "Treatments were free
for everyone. The government took suspected cases to quarantine centers and treated them for free."

3. Social Impact and Community Response:

Afghanistan: Social interactions were severely limited in Afghanistan, with some individuals reporting extended
periods of isolation. Azizi mentioned not seeing anyone outside his immediate family for "about five or six months,"
highlighting the extent of social disruption.
Religious beliefs played a significant role in how some people perceived and responded to the pandemic. Azizi
noted that many of his friends "acted like it was normal life," based on the belief that "if God didn't want something
to happen, it wouldn't."

The pandemic also exposed and exacerbated existing social inequalities. Azizi's comment about the government's
inability to distribute even basic supplies like masks and soap underscores the challenges faced by economically
disadvantaged populations during the crisis.

Italy: In Italy, the pandemic disrupted deeply ingrained social routines and traditions. Maira mentioned the loss of
daily rituals like after-school coffee with friends: "Me and my friends used to go for coffee after school every day,
and then they took that from us in some way."

People adapted by using technology to stay connected, but the lack of physical interaction was keenly felt. The
impact on social relationships was significant, with Maira noting, "You don't see your friends. You don't see
anyone."

The pandemic also led to a heightened awareness of public health issues. Maira observed that post-pandemic,
"People now are more conscious of what they're doing. For instance, if you have a cold, you know, a fever or
anything, people are now a lot more careful."

Myanmar: Community involvement was a notable aspect of Myanmar's response to the pandemic. Angeline
described widespread volunteerism and donations from wealthy individuals to support pandemic efforts.

However, the concurrent political unrest often took precedence over pandemic concerns in people's minds. Angeline
remarked, "We didn't really care about COVID as much," in the context of the ongoing political situation.

The pandemic also led to adaptations in religious practices, with Angeline mentioning the shift to online church
services and Bible studies.

4. Impact on Education:

Afghanistan: The pandemic severely disrupted education in Afghanistan. Azizi described losing crucial preparation
time for important exams, which had a significant impact on his academic and career prospects.

The shift to online learning was challenging, with Azizi noting difficulties in maintaining motivation and focus: "I
couldn't focus on studying. I studied for very short periods, maybe 2-3 hours a day at most, even though I had the
whole day."

Italy: In Italy, the transition to online learning was initially chaotic. Maira described a lack of organization and
consistency in the early stages: "A lot of teachers and professors were doing whatever they wanted."

As the situation progressed, more structured approaches were implemented, including alternating in-person
attendance for different groups of students. However, the quality of education was affected, with Maira noting,
"Obviously, the classes were not as engaging as in-person classes."

The pandemic also highlighted technological disparities, with Maira mentioning internet connectivity issues that
affected her ability to participate in online classes consistently.

Myanmar: In Myanmar, the response of educational institutions was somewhat delayed. Angeline mentioned that
universities didn't immediately transition to online learning, with her university only resuming classes online in
November 2020.
However, once implemented, the online learning system seemed to function relatively smoothly. Angeline noted,
"We used Google Classroom throughout the time. It wasn't very tricky for us."

The pandemic also inadvertently provided some benefits for students. Angeline mentioned being able to finish
university early due to the accelerated online format, which proved advantageous given the subsequent political
upheaval in the country.

5. Long-term Impacts and Societal Changes:

Afghanistan: The long-term impacts of the pandemic in Afghanistan are intertwined with the country's ongoing
political and economic challenges. The disruption to education and career opportunities, as described by Azizi, may
have lasting effects on a generation of young Afghans.

The pandemic also exposed and potentially exacerbated existing inequalities in healthcare access and economic
resilience. Azizi's comments about the government's limited ability to provide even basic supplies highlight the
vulnerability of the population to future crises.

Italy: In Italy, the pandemic appears to have led to lasting changes in social behavior and health awareness. Maira
observed increased caution and consideration for public health, even after the acute phase of the pandemic.

The experience of extended lockdowns and social distancing may have long-term effects on social interactions and
community cohesion. The disruption to traditional social routines, like after-school gatherings, may lead to evolving
social norms among younger generations.

The pandemic also accelerated the adoption of digital technologies in education and daily life, which may have
lasting impacts on work and study patterns.

Myanmar: In Myanmar, the pandemic's impacts were overshadowed by political events, making it challenging to
isolate the long-term effects of COVID-19 alone. However, the experience seems to have reinforced community
solidarity, as evidenced by the volunteerism and donations described by Angeline.

The pandemic may have also accelerated changes in religious practices, with the adoption of online worship and
study groups potentially leading to more flexible approaches to faith communities in the future.

Conclusion: The COVID-19 pandemic affected individuals and societies differently across countries, revealing the
complex interplay between global health crises, local cultural contexts, and governmental responses. While common
themes of anxiety, disruption, and adaptation emerged across all three countries, the specific experiences and
responses varied significantly.

In Afghanistan, the pandemic compounded existing challenges in a fragile state, highlighting the limitations of
government capacity and the influence of cultural beliefs on public health measures. Italy's experience underscored
the psychological impact of strict lockdowns and the challenges of rapidly transitioning to digital platforms for
education and social interaction. Myanmar's unique situation, with the pandemic coinciding with political unrest,
demonstrated how multiple crises can interact and compete for public attention and resources.

Across all three countries, the pandemic led to significant disruptions in education, social norms, and daily routines.
However, it also sparked innovation and adaptation, from new coping mechanisms at the individual level to
community-wide volunteer efforts.

This research highlights the importance of considering local contexts when implementing global health measures.
The varying levels of public trust and compliance with government directives across the three countries underscore
the need for culturally sensitive approaches to crisis management.
The long-term impacts of the pandemic are still unfolding, but this study suggests that changes in social behavior,
increased health awareness, and accelerated digital adoption may be lasting legacies of this global event. Future
research should continue to monitor these trends and their implications for public health policy, education systems,
and social cohesion.

In conclusion, while the COVID-19 pandemic was a global phenomenon, its impacts were deeply local, shaped by
cultural, political, and economic factors unique to each country. Understanding these diverse experiences is crucial
for building more resilient and adaptive systems capable of responding to future global crises.