Post-Pandemic Lessons Learnt from Student Reflections: A Case Study of Diploma-level Students at the Fiji National University
The global pandemic led to an expansion of research pertaining to education in the new normal. Lived experiences of students were mostly documented through surveys or in-depth online interviews due to movement restrictions. One issue with such approaches is that students are guided by set questions and have limited opportunities to cathartically reflect upon their experiences. With this in consideration, a case study approach was used with the overarching aim to explore the lived experiences of students in Fiji during the global pandemic using an online reflective assessment. As part of their coursework, students were required to complete a reflective assessment which was based on their pandemic-related experiences. Sixty submissions which met the inclusion criteria of the current study were included based on purposive sampling. Findings from this study support Sustainable Development Goal (SDG) 4 as it confirmed myriad student experiences including financial, learning, lifestyle, and mental health challenges. Students also reflected upon the notion of 'social distancing versus social disrespect’ as in the case of Fiji, the phrase ‘it takes a whole village’ is not just a metaphor but literal as the concept of individualism is quite alien to this socio-cultural context. Positive reflections were also documented including revival of traditional systems (‘veisa’ - barter system), strengthening social connectedness using technology and demonstration of values such as resilience and genuine care. This research also suggests the value of reflective assessments using online platforms to avoid the constraints and encourage students to mine their own lives for insight away from a traditional classroom setting.
Copyright (c) 2023 Afrada Shah
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
The International Education Journal: Comparative Perspectives is the official journal of the Oceania Comparative and International Education Society. The IEJ, (ISSN 1443-1475), publishes a general volume bi-annually in July and December and also publishes Special Editions occasionally. It is a free, open-access scholarly journal, managed by volunteers. There are no article processing charges, or any charges to authors.
In relation to intellectual property, as of 2020, the IEJ: CP claims only first publication rights; copyright of all work published in the journal remains with the authors under Creative Commons copyright license CC-BY-ND (4.0). Author(s) retain all rights to their works, ensuring that reference to the International Education Journal: Comparative Perspectives is clearly stated on any copies made or distribution. Submissions must not involve third parties with a claim to copyright, and be the sole work of the author(s). It is the responsibility of the author(s) to secure permission to reproduce photographs, illustrations, figures or tables. Single images, tables or figures can be re-used . If more than a single image or table are to be re-used authors must attribute first publication to IEJ: CP notify the IEJ: CP Editor. Authors may also make derivative works which are subject to these limitations.
See https://creativecommons.org/licenses/by-nd/4.0/ for more detail.
Re-distributed or used material must be referenced to the International Education Journal: Comparative Perspectives.