Educational Environments in Times of Crisis: A Social Media Network Analysis of School Dynamics in Post-Pandemic Asia and Africa
DOI:
https://doi.org/10.5281/zenodo.15552552Keywords:
Digital Education, Social Media Discourse, Educational Policy, Participatory Governance, Post-Pandemic SchoolingAbstract
This study explores how school environments in Asia and Africa were perceived and represented through social media platforms during the post-COVID-19 era. Using a mixed-methods approach that combines social network analysis and natural language processing, the research investigates how digital discourses around education evolve in times of crisis. Drawing on social ecology theory, social network theory, and digital citizenship frameworks, it identifies the central actors, themes, and emotional narratives within these digital spaces. Key findings highlight deep concerns about institutional trust, digital inequality, mental health, and public participation in policymaking. The study reveals that social media acts not only as a platform for expression but also as a participatory governance tool, shaping education policies from the grassroots level. Through a cross-regional analysis, it emphasizes the differentiated experiences and digital dynamics of educational stakeholders in Asia and Africa. The findings offer strategic recommendations for integrating digital voices into education policymaking and crisis response frameworks.
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