The Post-COVID-19 Study Experience: Modes of Study, Technology Use, and Socialisation at the University of Latvia

Abstract

Aim. This study explores how the post-COVID-19 era has affected higher education at the University of Latvia, examining perceived changes in teaching and learning, the study process, and socialisation, and comparing student and teacher perspectives. Methods. A quantitative online survey used a structured QuestionPro questionnaire; this paper analyses six questions on post-COVID-19 experiences in higher education. Altogether 1,053 responses were analysed (970 students; 83 teachers), using descriptive statistics and inferential tests (Mann–Whitney U) with effect sizes to assess group differences. Results. The findings indicate positive changes in higher education following the pandemic, particularly greater flexibility in the study process, the provision of different modes of study, increased opportunities for online learning, and broader use of digital technologies. The post-COVID-19 period also appears to have contributed to the development of digital competence among both teachers and students, suggesting progress in addressing the digital gap that existed before the pandemic. However, personalised and student-centred pedagogies remain only partly implemented, and some tendencies towards returning to traditional forms of higher education were identified. Conclusion. COVID-19 has brought inevitable and lasting changes to higher education. While some practices appear to be reverting to pre-pandemic models, students’ positive attitudes towards greater flexibility and digital opportunities may support the development of a more inclusive and sustainable higher education. Research restrictions. Limitations include restricted generalisability, as the study examines a single case; broader and longitudinal follow-up research is recommended. Questions on internet accessibility were not included.