2020/07/14 by Eryong Xue, Jian Li, Tingzhou Li +1
Psychology · Social Sciences · #COVID-19 and Mental Health #Disaster Management and Resilience #Grit, Self-Efficacy, and Motivation
paper · doi:10.1080/00131857.2020.1793653
openalex publication_date 2020/07/14 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/29
This study explores how China’s education responses to COVID-19 from a perspective of policy analysis. Specifically, it involves building an educational policy system for COVID-19 to examine educational governance framework, school management and teaching, policies for teachers during the epidemic. The education policy during the epidemic has achieved positive results. Those results aim to ensure the physical and mental health of teachers and students, ensure the supply of epidemic prevention materials and educational resources, ensure the quality of students' learning, and enhance the application ability of teachers' teaching technology. The process of policy changes and effects of policy implementation have been examined to analyze how China’s education responses to COVID-19. The characteristics and experience of China's education policy in response to the epidemic concentrate on forming a governance system under the centralized and unified leadership of the Communist Party of China, building a pattern in which families and schools cooperate closely to promote the smooth development of education and teaching, transforming from an emergency substitute during the crisis into an important motivation to promote the transformation of education paradigm, and paying great attention to remote and poor areas and disadvantaged student groups.