*Educational Impacts:*

The COVID-19 pandemic enacted a paradigm shift in education worldwide. Teaching and assessment methods have been greatly modified in online teaching. Online lecture delivery can be considered effective to the extent that the outcome domain is limited to knowledge, but for other domains such as cognitive, psychomotor, interpersonal, and communication, it is questionable. In Chapter 13, "Perspective Chapter: Impact of COVID-19 on Learning Outcomes of Students", Dibya Sundar Panda examines the impact of COVID-19 on learning outcomes of students. The author suggests that to ensure the achievement of learning outcomes, a careful approach must be taken to identify learning gaps in online teaching along with implementing corrective measures to address them.

Adamu Mumini In Chapter 14, "Psychosocial Educational and Economic Impact of COVID-19: Implication for Girl Child Education through Social Studies in Northeast Nigeria", examines the educational and economic psychosocial impact of COVID-19. The sudden economic collapse had a major impact on the socioeconomic lives of many people around the world. A Nigerian education system with over twelve million (12,000,000) students of which 36,400,000 primary and secondary students did not attend school.

Margaret Nampijja, Lillian Ayiro and Ruth Nalugya the authors of Chapter 15, "Perspective Chapter: Pedagogical Approaches and Access to Education among Early Childhood Education Learners with Disabilities in Africa during the COVID-19 Pandemic – Review of Available Literature", discuss pedagogical approaches and access to education among early childhood education learners with disabilities in Africa during the COVID-19 pandemic. The pandemic led to a shift from traditional face-to-face learning to remote online learning using modern technology, but this was not accessible for many students with disabilities, particularly in early childhood education, who rely primarily on individualized instruction. The available literature shows that the pandemic severely aggravated difficulties in accessing learning programs among students with disabilities in Africa and has widened the gap between them and their normally functioning counterparts.

Countries responded to the pandemic by introducing remote ways of delivering education to learners through radio, television, and other means. However, there was a lack of inclusion of strategies to serve young students with disabilities. Concerted efforts are needed at all levels to support effective learning for children with disabilities during the current pandemic and future crises. Future research that focuses on understanding the barriers to equitable education provision from the perspective of decision-makers will be useful. These aspects are analyzed in chapter 16, "Unveiling the Uncertainty-Revolutionizing Medical Education in COVID-19 Era", by Sharif Salman et al.

In Chapter 17, "COVID-19 and the Dynamic Role of Telemedicine", Grace Koehler, Saadiq F. El-Amin III, and Ashim Gupta examine the use of telemedicine during the pandemic. Before March 2020, telemedicine was in use but on a limited scale. As 2020 progressed, the use of telemedicine expanded rapidly, especially in the United States, presenting advantages such as safety and convenience and disadvantages such as loss of patient contact/physical examination and concern over new inequities. Adaptation of increased use of telehealth in primary care specifically appears to have the potential for long-term sustainability and patient use.

Chapter 18, "Education Equity in Times of Emergency Remote Teaching: The Case of Slovenia", by Alenka Lipovec, Blaž Zmazek and Igor Pesek presents empirical results from a study in Slovenia that indicate that the situation in schools in Slovenia was very diverse, which led to a lack of guarantee of the principle of equity in the education. The teaching methods used by teachers in teaching in crisis. The results show differences between the emergency remote teaching strategies of the mentorteachers. Furthermore, they suggest that secondary school teachers have more effectively adopted and integrated different distance learning strategies into their work.

In Chapter 19, "Approaches to Teach Cataloguing Modules during Emergencies", Madireng Monyela presents a study on teaching and learning cataloging modules in higher education institutions. Cataloging modules require face-to-face interactions between instructors and students for the explanation of concepts. The modules involve the practical use of manuals and the application of standards, which are skills that students must master.

Chapter 20, "Tensions, Challenges, and Resistance among Academic Mothers during the COVID-19 Pandemic", by Gabriela Rubilar Donoso, Catherine A. LaBrenz, and Caterine Galaz Valderrama reflects on the processes through which academic mothers have reconciled work and family life during the COVID-19 pandemic. During the pandemic, academic mothers faced heightened productive and reproductive responsibilities. The authors interviewed three academic mothers and analyzed their narratives at various points during the COVID-19 pandemic. Three main themes emerged from the analysis: (1) bodies that produce and reproduce, (2) the triple day of academic mothers, and (3) resistance and change.

In Chapter 21, "Perspective Chapter: Fallout from the Pandemic – A Social and Psychological Description of COVID-19 Related Traumatic Sequelae", Aishling Collins, Eleanor O'Driscoll and Declan Lyons examine the utility of interpreting psychological outcomes of the pandemic at the individual and societal levels through the lens of collective trauma.

Chapter 22, "Perspective Chapter: Transforming Continuing Medical Education in the COVID-19", by Nikos Christo Secchi Nicolás and Ángel de Jesús Gómez Alarcón discusses medical education during the pandemic. Unexpectedly, and at very short notice, people were no longer able to teach or learn alongside other people. Medical educators can take advantage of technology to enhance medical education at both the undergraduate and graduate levels. Although more recent initiatives, such as remote transmissions, have been around for a long time, traditional classes, lectures, and face-to-face didactic tutorials continue to be the most important pillar of medical education both at home and abroad.

Chapter 23, "A Doctor's Training in COVID Era", by Jiwesh Kumar, Priyanka Choudhary, Kishor Kunal, Anita Singh, Ravi Prakash, and Prabha Pandey examines the impact of COVID-19 on physician training programs and suggests that a hybrid model combining virtual and real-world training and assessment for medical education has optimal benefits.

Chapter 24, ""Deaths of Despair" among College Students Amidst COVID-19 Pandemic: A Call for Action", by Kavita Batra and Ravi Batra aims to reflect on the factors that contribute to "deaths of despair" among university students as a result of the COVID-19 pandemic. The authors advocate for the development of personalized interventions to promote post-traumatic growth among college students.
