The covid-19 pandemic has impacted higher educational institutions and student learning considerably, particularly as rapid transitions to remote learning platforms were implemented. Traditional education has focused predominantly on progressing the student majority within a class. However, during the pandemic many disparities have been highlighted including marginalising students with learning difficulties, disabilities, and gifted students. This study aims to understand educational differences between students in higher education during the covid-19 pandemic and how education systems have attempted to reduce inequalities. There is an endeavour to progress educational systems towards equality with a focus on gifted education, special education, learning difficulties and disabilities. A framework is devised to ensure students receive the appropriate learning pedagogies to progress towards their educational endeavours within the new normal. A systematic review has been implemented in this study using a well-planned literature search. Results have identified the following factors which are discussed within this study: E-learning, artificial intelligence (AI), importance of communication and appropriate support. This study has deduced that gifted students benefit the most from e-learning with embedded AI software, highlighting knowledge gaps and providing student flexibility to acquire education. In comparison students with learning difficulties, disabilities and in need of special education require a combination of e-learning and physical teaching assistance with frequent communication. Educators with specialised skills are required to imparted knowledge through empathy and understanding of the student as a unique individual, to increase student confidence and progress education in the new normal world.
Parin Somani, Independent Scholar, United Kingdom
Stream: Education & Difference: Gifted Education
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