Experiences of Faculty and Student Parents in Universities in the United Arab Emirates During the COVID-19 Pandemic

Conference: The European Conference on Education (ECE2022)
Title: Experiences of Faculty and Student Parents in Universities in the United Arab Emirates During the COVID-19 Pandemic
Stream: Education, Sustainability & Society: Social Justice, Development & Political Movements
Presentation Type: Oral Presentation
Authors:
Martina Dickson, Emirates College for Advanced Education, United Arab Emirates
Rehab Al Hakmani, Emirates College for Advanced Education, United Arab Emirates
Melissa McMinn, Higher Colleges of Technology, United Arab Emirates
Mariam Al Hashmi, Zayed University, United Arab Emirates
Jessica Midraj, Khalifa University, United Arab Emirates
Deena Elsori, Abu Dhabi University, United Arab Emirates

Abstract:

The COVID-19 pandemic which began in early 2020 necessitated higher education institutions to speedily adapt their face to face course offerings into online accessible ones. This rapid transition challenged students and faculty in higher education, but research also indicates that those with caring responsibilities such as parents, have been particularly affected by the changes. This study takes place in the United Arab Emirates in the Arabian Gulf. Around 90 academic faculty and almost 200 university students took part in a survey questionnaire which explored how the changed learning situation had impacted their work, study and research productivity. Common challenges for both participant groups included a lack of private space in which to work quietly or join online classes, and coping with the distractions of children being nearby. Female participants were more likely to assume a greater proportion of involvement with their children’s online learning, and also reported feeling burdened with more domestic responsibilities due to their very presence in the home. The loss of the commute time was considered a benefit by some, but this did not necessarily outweigh the isolation from peers experienced, and perceived reductions in faculty interaction and support. There were indications of participants’ resilience too, in adapting to the new online or blended learning world. The implications of the findings to practice and policy in higher education in the Gulf region are discussed, in particular how to implement some of the lessons learned to create a fairer, more accessible educational environment for both students and faculty

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