Abstract:

The dynamics of teaching and learning vary across different environments, impacting academia, psychology, and social interactions uniquely. These processes also adapt differently to various emergency scenarios. However, as evidenced by the COVID-19 pandemic and security crises worldwide, maintaining educational routines profoundly influences the daily lives and mental well-being of learners (Hadad et al., 2024; Rosenboim et al., 2012; Ruiz-Eugenio et al., 2020; Stoyanova et al., 2023). In the aftermath of the tragic assault on Israeli civilians, the "Iron Swords" war erupted in Israel in October 2023, resulting in the delay of the commencement of the higher education academic year. Academic institutions resumed instruction on varied schedules: private colleges commenced up to five weeks later than planned, universities experienced a delay of roughly two months, and a minority of public colleges opened more than two months after the initial date. Resumption of studies occurred either remotely or through in-person or hybrid formats across institutions. The core premise of the current research proposal posits that education, encompassing social-emotional dimensions, even in online settings, offers a conceptual framework and applied research base for addressing learning challenges during emergencies.

The study aimed to assess the impact of the return-to-school date and instructional mode (online, in-person, hybrid) on students' perceptions of academic pressure and their sense of well-being regarding routine. The hypothesis posited that the return date and instructional method would moderate the relationship between academic stress and routine-based well-being, suggesting that later return dates would weaken the negative relationship between academic stress and routine-based well-being among students, particularly in the context of fully online instruction. The research findings reveal a direct and moderate correlation between the return date and instructional method with students' academic stress and sense of routine-based well-being. The study underscores the significance of learning, even in higher education, as a critical resilience factor influencing daily routines and mental well-being. It provides valuable insights to aid students grappling with unique learning challenges during times of conflict and war. The conclusions drawn from the research may lead to enhancements in educational practices and policies tailored to crisis situations.

References:
[1] Hadad, S., Shamir-Inbal, T., & Blau, I. (2024). Pedagogical strategies employed in the Emergency Remote Learning Environment during the COVID-19 pandemic: The tale of teachers and school ICT coordinators. Learning Environments Research, 1-24.
[2] Rosenboim, M., Benzion, U., Shahrabani, S., & Shavit, T. (2012). Emotions, risk perceptions, and precautionary behavior under the threat of terror attacks: A field study among Israeli college students. Journal of Behavioral Decision Making, 25(3), 248-256.
[3] Ruiz-Eugenio, L., Roca-Campos, E., León-Jiménez, S., & Ramis-Salas, M. (2020). Child well-being in times of confinement: the impact of dialogic literary gatherings transferred to homes. Frontiers in psychology, 11, 567449.
[4] Stoyanova, R., Karabeliova, S., Pandurova, P., Zheckova, N., & Mitev, K. (2023). Effect of resilience on burnout in online learning environment. Strategies for Policy in Science & Education, 31(4).

Keywords:

Emergency Remote Learning Environment, Academic pressure, Routine-based well-being.