Extended Abstract

Introduction



Coronavirus outbreak has adversely affected not only the health of communities, but also presented numerous challenges to various economic, educational, and cultural activities worldwide. Research indicates that the Covid-19 pandemic has significantly affected community lifestyles, particularly in the realm of education and training. The COVID-19 pandemic, declared a global health emergency by the World Health Organization in March 2020, profoundly disrupted societies worldwide. Beyond its severe public health implications, the crisis imposed significant challenges across economic, social, and cultural spheres. Education systems faced unprecedented disruptions, with nationwide school closures affecting over 1.6 billion students globally. Rural students, especially those in Kermanshah city, have faced greater complications due to disparities in the distribution of educational resources and infrastructure. This qualitative study aims to investigate the effects of the coronavirus on the education of rural students in Kermanshah .The shift to emergency remote learning exposed and exacerbated pre-existing inequalities, particularly in underserved rural communities. Rural students, often grappling with inadequate digital infrastructure, limited access to devices, and unstable internet connectivity, were disproportionately affected. This study investigates the multifaceted impact of the COVID-19 pandemic on the education of rural students in Kermanshah Township, Iran, aiming to provide a nuanced understanding of the challenges and emergent adaptations within this specific context.

Methodology

This qualitative study employed an analytical-interpretative approach to explore the lived experiences and perceptions of those directly involved in rural education during the pandemic. The research population consisted of rural school students, their teachers and principals, and a selection of parents from Kermanshah Township. Using a purposive typical case sampling technique, data were collected through in-depth, semi-structured individual interviews with 32 participants (25 students, 4 parents, and 3 teachers). Interviews continued until theoretical data saturation was achieved. The collected data were analyzed using conventional content analysis. To ensure trustworthiness, the study adhered to qualitative research criteria including credibility, transferability, dependability, and confirmability, employing strategies such as data source triangulation and peer review among the research team.

Results and discussion

The analysis of the interview data led to the extraction of 64 primary codes, which were subsequently categorized into 24 subcategories and finally synthesized into six main thematic areas of impact. The three most prominent and significant categories are discussed in detail:

1. Psycho-Individual Effects: This was identified as the most significant impact area. It encompassed psychological distress, anxiety over academic failure, decreased motivation, and feelings of depression and isolation among students. Physical health issues, such as weight gain and eye strain, were also reported. Negative behaviors like excessive mobile phone use and physical inactivity emerged. Notably, some positive outcomes were observed, including increased learner autonomy and the acquisition of new digital and self-directed learning skills.

2. Techno-Educational Effects: The pandemic accelerated the adoption of technology in education. Positive effects included the removal of spatial and temporal limitations in teaching and learning, allowing for flexibility. It fostered the development of multifaceted teaching and assessment methods and encouraged the creation of digital educational content. Furthermore, it prompted infrastructural developments, such as schools designating IT rooms and families purchasing digital devices. However, these benefits were contingent on access, highlighting the digital divide.

3. Ethical-Educational Effects: The crisis significantly impacted the moral and educational fabric of learning. Challenges included increased academic dishonesty (cheating), reduced family communication due to immersion in virtual spaces, and students' exposure to inappropriate online content. A major concern was the exacerbation of social injustice, manifested through the digital access gap between rural and urban areas and perceived inequalities in fair student assessment during remote learning. The role of teachers as moral guides was perceived to have diminished, overshadowed by the urgent focus on delivering academic content.

Conclusion

This study concludes that the COVID-19 pandemic had profound, multi-layered effects on the education of rural students in Kermanshah, intensifying pre-existing vulnerabilities. While the crisis triggered significant psycho-individual stress and ethical challenges, it also acted as a catalyst for certain positive techno-educational adaptations, demonstrating resilience and potential for innovation in remote learning. The findings underscore the critical digital divide that threatens to deepen educational inequities. To build a more resilient and equitable system, educational policymakers must prioritize bridging this gap by investing in rural digital infrastructure, providing affordable devices, and developing comprehensive support strategies that address not only academic continuity but also the psychological and moral well-being of students in future crises.



Funding: There is no funding support.

Authors’ Contribution: Authors contributed equally to the conceptualization and writing of the article.

Conflict of Interest: Authors declared no conflict of interest.

Acknowledgments: We are grateful to all the scientific consultants of this paper.