Гендерное неравенство, бедность и цифровой разрыв на фоне COVID-19: интегративный обзор литературы (2020-2022)

Эта статья исследует пересечение образования, экономики и культуры в период COVID-19. Исследование направлено на понимание проблем, с которыми столкнулись страны, с акцентом на анализ условий образования через призму социально-экономического статуса в контексте COVID-19. В этом исследовании интегрированы количественные и качественные данные, собранные за трехлетний период пандемии COVID-19. Для создания новых перспектив и формирования возникающих концепций влияния COVID-19 на образование используется интегративный обзор литературы (Torraco, 2005). После поиска в четырех базах данных для тщательного анализа были отобраны 49 эмпирических исследований в 36 развивающихся и развитых странах. Исследование показывает, что цифровой разрыв, бедность и гендерное неравенство были значительными образовательными проблемами во время пандемии COVID-19. Студенты из семей с низким социально-экономическим статусом, особенно проживающие в сельских районах и с сильными религиозными традициями, оказались уязвимыми в образовательной системе. Они испытывали ограниченный доступ к качественному образованию и сталкивались с дискриминацией по гендерному признаку. В некоторых случаях эти обстоятельства приводили к повышенным рискам самоубийства и другим проблемам психического здоровья. Этот обзор подчеркивает основную роль дефицита образовательных ресурсов в создании социально- экономических неравенств из-за неравномерного распределения. Авторы утверждают, что процессы разработки политики должны приоритетно учитывать потребности самых уязвимых групп студентов, включая учителей-женщин, в пост-COVID-19 период. Кроме того, необходимо провести эмпирические исследования долгосрочных последствий COVID-19, широко известных как "длительный COVID-19", для самых уязвимых групп студентов

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