Vaccine education to the rescue of students in the COVID-19 revolution

Abstract

COVID-19 has been observed as the Fifth Industrial Revolution (5IR), which has naturally advanced education five/ten years ahead of digitalisation. The COVID-19 revolution has obliged everyone to be a student needing to be educated about national lockdowns, personal hygiene practices, digital technologies, and vaccines. This study intended to explore lessons learned by higher education institution (HEI) students in Eswatini, Lesotho, the Republic of South Africa, and Zimbabwe during the COVID-19/5IR which helped them to complete their PhD studies. Using purposive with convenience sampling, this study selected twenty most accessible PhD students. The pragmatic paradigm, participatory action research (PAR), and natural identity were used to frame this study in order to guide reflective activities, Zoom focus-group discussions, and semi-structured interview data-generation methods. Findings indicated that students achieved good education on personal hygiene practices and digital technologies that assisted them to effectively deal/continue with their studies. However, education on vaccines remained a major concern because participants believed that the world was treating symptoms of COVID-19 by vaccinating humans more than dealing with the source/s of the virus before it affected humans. Consequently, this study recommends a good education that balances personal, societal, and professional needs to understand natural identities.

Keywords: {'name': 'COVID-19 revolution, digital technologies, personal hygiene, vaccine education'}

Authors & affiliations

Makhulu Makumane
Affiliation not supplied

Simon B. Khoza
Affiliation not supplied

Siphesihle Zuma
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.1007/s10639-021-10781-z

DOI: 10.4140/TCP.n.2020.243.

DOI: 10.1186/s41239-018-0104-3

DOI: 10.1007/s10758-021-09516-3

DOI: 10.1007/978-981-10-8896-4_1

Branch, R. M. (2020). Reducing Sepsis Prevalence in Acute-Care Hospitals: System Design and Usability Barriers It Professionals Need to Overcome. (PhD Thesis), Colorado Technical University,

DOI: 10.33423/jhetp.v20i7.3148

DOI: 10.1016/j.polymdegradstab.2020.109251

DOI: 10.1177/21649561211043794

Cohen, L., Manion, C., & Morrison, K. (2018). Research Methods in Education (Vol. null). London and New York: Routledge: Taylor & Francis Group.

Cort, C., Cort, G., & Williams, R. (2017). The challenge of making buildings flexible: How to create campuses that adapt to changing needs. Planning for Higher Education, 45(4), 96-104.

Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qulitative, Quantitative, and Mixed Methods Approaches. London: SAGE Publications, Inc.

DOI: 10.1007/s10758-021-09536-z

DOI: 10.1001/jama.2020.6437

DOI: 10.1007/s10639-021-10558-4

DOI: 10.1080/14725843.2022.2082376

DOI: 10.14704/nq.2013.11.4.703

DOI: 10.1021/acs.est.0c02850

DOI: 10.4324/9781315680927

Hoffman, E. (1988). The right to be human: A biography of Abraham Maslow. New York: Jeremy P. Tarcher, Inc.

DOI: 10.4103/jfmpc.jfmpc_578_20

Ishibashi, Y., Tsujimoto, H., Sugasawa, H., Mochizuki, S., Okamoto, K., Kajiwara, Y., . . . Fujikura, Y. (2021). How has the COVID-19 pandemic affected gastrointestinal surgery for malignancies and surgical infections? Nagoya J. Med. Sci, 83(2021), 715-725. https://doi.org/10.18999/nagjms.83.4.715

DOI: 10.4103/jfmpc.jfmpc_739_21

DOI: 10.3390/socsci8090255

DOI: 10.5430/ijhe.v9n6p247

DOI: 10.1007/s10758-021-09560-z

DOI: 10.3390/educsci11110682

DOI: 10.1007/s10639-019-10084-4

DOI: 10.1163/9789004447943_012

DOI: 10.1080/14725843.2020.1815517

DOI: 10.5430/ijhe.v6n5p26

DOI: 10.15520/jcmro.v4i02.388

DOI: 10.1007/s10639-021-10612-1

Mabuza, D. H., & Khoza, S. B. (2021). The ‘What’, ‘How’, and ‘Why’ of Classroom Groupings: Educators’ Reflections. Journal of Educational Studies, 20(1), 151- 170.

Makafane, D. T., & Chere-Masopha, J. (2021). COVID-19 Crisis: Challenges of Online Learning in One University in Lesotho. African Perspectives of Research in Teaching & Learning, 5(1), 126-138.

DOI: 10.1080/14725843.2021.1898930

DOI: 10.1163/9789004447943_016

DOI: 10.20853/34-2-3428

Mashinini, V. (2020). COVID-19 and National University of Lesotho: Experiences and Challenges. International Journal of Education and Research, 8(9), 157-180.

DOI: 10.1007/s10639-021-10572-6

DOI: 10.33524/cjar.v13i2.37

DOI: 10.4324/9780203112755

DOI: 10.17159/2221-4070/2021/v10i2a2

DOI: 10.21890/ijres.01395

DOI: 10.4135/9781544304533

DOI: 10.1177/1077800413513733

DOI: 10.1007/s10639-020-10190-8

DOI: 10.1007/s10639-020-10212-5

DOI: 10.6017/ijahe.v8i1.13371

DOI: 10.1007/s10758-020-09475-1

DOI: 10.1163/9789004447943_017

DOI: 10.1007/s10758-020-09463-5

DOI: 10.1163/9789004447943_013

DOI: 10.1007/978-3-030-97656-9_7

DOI: 10.1080/14725843.2020.1801384

DOI: 10.7208/chicago/9780226086644.001.0001