Sophia UN Weeks Symposium

PROMOTING INCLUSION, EQUITY,
AND WELL-BEING IN HEIs:
PERCEPTIONS OF STUDENTS AFFECTED BY THE
COVID-19 PANDEMIC
Brenson Andres
Graduate School of Human Sciences, Sophia University

BACKGROUNDThe COVID-19 pandemic produced three learning crises:
crisis of equity and inclusion
crisis of quality
crisis of relevanceHigher education institutions have initiated policies andprograms to mitigate the impacts of COVID-19 on students’learning capacity, competence, and well-being.
Question: Are students aware of these policies and programs,
particularly those that target equity, inclusion, and well-being?

BACKGROUND
Outcome of the 2022 UNESCO Transforming Education Summit:
to have a global movement for transforming education, withthe youth as central actors and agents of transformation.
Given this context, this discussion tried to gather responses fromstudents studying in HEIs from the duration of the COVID-19
pandemic up to present.

PARTICIPANTS
24 students
International students
Yes - 11No - 13DegreePh.D. - 10
Master -11
Law - 2
Undergraduate - 1

Nationality
Filipino - 15
South African - 2
Thai - 2
Brazilian - 1
German - 1
Indonesian - 1Japanese - 1
Luxembourgish - 1

PARTICIPANTSUniversities
Japan - 12Sophia University, Tokyo Dental and Medical University,
Tokyo Institute of Technology, Tokyo University of ForeignStudies, University of Tokyo, Waseda University
Philippines - 11
Ateneo de Manila University, De La Salle University,
University of the Philippines, University of Santo Tomas
Canada - 1
University of British Columbia

METHODOLOGY
Online survey through Google Forms from October 9 to 12, 2023
Analysis: Quantitative (frequency) and Qualitative (thematic)
Disclaimer: Not a rigorous researchHOW DID THE COVID-19 PANDEMIC IMPACT YOURLEARNING CAPACITY, COMPETENCE, AND
WELL-BEING AS A STUDENT?
POSITIVE IMPACTS
Developed personalized study habits
Improved academic performance and maturity
Maximized the use of technology
Gave them a lot of freedom - time management,
learning styles
Online classes are convenient and accessible,
especially for working people

HOW DID THE COVID-19 PANDEMIC IMPACT YOURLEARNING CAPACITY, COMPETENCE, AND
WELL-BEING AS A STUDENT?

NEGATIVE IMPACTS
Zoom fatigue - online classes more exhausting, difficult to focus
Lack in learning engagement - online discussions are not dynamic, professors
were not well-equipped and well-trained, decreased motivation, feeling oflearning less
Lack of social interaction - no chance to network and connect
Mental health toll - overwhelming and pressured feeling, constantly feeling theneed to prove competence, imposter syndrome, isolation
Logistical issues - lack of resources, gadgets, space for learning, problems withInternet connectivity
Poor physical health – eyesightBorder closure issues – delay in going to Japan, stipend delay, time zone difference
Impact on research - unable to do fieldwork, change in research topic

AFTER THE PANDEMIC, WHAT CHALLENGES DID YOU
FACE OR ARE CURRENTLY FACING?
Transitioning to face-to-face classes – commuting, engaging with classmates,
repercussions of learning less from online classes
Anxiety - socializing, doing recitations and onsite exams
Sudden increase in expenses due to return to school – transportation, findinghouse
Continuation of remote learning – lack of physical interaction
Attending classes while having part-time/full-time work
Stricter policies from the administration
Delays in the conduct of research
Financial difficulties - personal and researchexpenses, extended study

DURING/AFTER THE PANDEMIC, WHATPOLICIES/PROGRAMS DID YOUR HEI INITIATE THAT
CATER TO INCLUSION, EQUITY, AND WELL-BEING?

Leniency in academic policies
No failing
No attendance policies
Teachers asked to become more lenient in requirements and expectations
Maximum tolerance in deadlines
Leniency in tuition payments and leave of absence considerations
Mental health
Reading breaks/wellness breaks where students were not given any tasks,
Mental health programs, free psychiatry services
Surveys on mental health needs
Aid for people with disabilities
Programs for receiving help during exams

DURING/AFTER THE PANDEMIC, WHATPOLICIES/PROGRAMS DID YOUR HEI INITIATE THAT
CATER TO INCLUSION, EQUITY, AND WELL-BEING?

Social events
Online gatherings to know other people, play games
Welcome party
Problem: very few events because the university only focused on programs
such as symposium, lunch classes, academic gatherings, etc.
Financial relief
Food packets
Special stipends, scholarship programs
WiFi allowance, free pocket WiFi
Learning Resources
Asynchronous modules, course packUploads of class recordings
Use of Learning Management Systems like Moodle or Canvas

DURING/AFTER THE PANDEMIC, WHATPOLICIES/PROGRAMS DID YOUR HEI INITIATE THAT
CATER TO INCLUSION, EQUITY, AND WELL-BEING?
Increased online accessibility
Use of online forms, webpages for contacting offices
Correspondence through email, Webpage that will
guide students in contacting different offices
Online access to libraryE-dialogues with the administrators
HealthFree on-campus vaccination program for ALL stakeholders
Some students emphasized absence or lack of policies/programs.
“I think there were some but they were for Japanese speaking people.”“There was a definite lack of social support, with little effort by the university toencourage exchanges.”

RECOMMENDATIONSStrict adherence to policies
Some teachers are not following policies
Accommodations for international students
Having documents with English translations
Employ people who can assist with foreigner integration
Events where international and Japanese students can interact
Venue for dialogues
having forum or public discussion on issues
Conduct surveys
Student centers / focal persons who will address students’ needs
Clear line of communication with students

RECOMMENDATIONS
More publicity (e.g., mental health programs, scholarships)
Take care of teachers more
Changing attitudes
Sensitivity to mental health issues
Proper mental health support
Listening to the needs of students and not brushing them off
Reaching out on a personal level and not just email blasts
Maintain compassion and empathy
Financial support
Expand the scope of grants and scholarships
Increase government support for public universities

RECOMMENDATIONS
Flexibility in the conduct of classes
More learning breaks
Continuation of synchronous and asynchronous classes
Student-driven contents
Conduct of COIL (Collaborative Online International Learning)
Giving the same treatment to everyone
Include graduate students in discussions
Undergraduates have orientation camps for incoming students but nosuch program for graduate students
Some social events are promoted only in Japanese so bilingual eventswould be highly appreciatedCONCLUSION
The youth/students
are the centralactors, the agentsof transformation in
the global
movement fortransformingeducation.

HEIs should ensurethat their needs
and concerns,especially oninclusion, equity,and well-being, areadequatelyaddressed.

CONCLUSION“I believe I am blessed to be working andstudying in Jesuit institutions where theIgnatian value of ‘cura personalis” ispracticed. Everyone is extra caring andcompassionate… and this really helped inovercoming hurdles or getting support. I
could not imagine surviving working or
studying in an institution with a different
kind of community”(Filipino student, 2023).