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This article explores the intersection of education, economics, and culture during the COVID-19 period. The study aims to understand the challenges experienced by countries, focusing on analyzing education conditions through the lens of socioeconomic status in relation to COVID-19. This study integrates quantitative and qualitative research conducted during the three-year COVID-19 period. An integrative literature review (Torraco, 2005) is employed to generate new perspectives and frame emerging concepts on the impact of COVID-19 on education. After a search in four databases, 49 empirical research studies in 36 developing and developed countries were selected for rigorous analysis. The study reveals that the digital divide, poverty, and gender inequality were significant educational challenges during the COVID-19 pandemic. Students from low socioeconomic families, particularly those residing in rural areas and with strong religious traditions, faced vulnerabilities within the education system. They experienced limited access to quality education and faced gender-based discrimination. In some cases, these circumstances led to heightened risks of suicide and other mental health issues. This review highlights the primary role of the educational resource deficit in generating socioeconomic disparities due to unequal allocation. The authors argue that policymaking processes should prioritize the needs of the most vulnerable student groups, including female teachers, in the post-COVID-19 period. Additionally, there is a need for empirical research on the long-term effects of COVID-19, commonly referred to as "long COVID-19" on most vulnerable groups of students.
Yessenbekova et al. (Fri,) studied this question.