Discussions on Education in Serbia During the COVID-19 Lockdown: A Twitter-Based Analysis
Keywords:
COVID-19 pandemic, cultural-historical activity theory, emergency remote education (ERE), social media, education
Abstract
The COVID-19 pandemic led to unprecedented changes across various aspects of life worldwide, including a significant impact on the education systems. This study aimed to explore the public perception of education during the initial five weeks of emergency remote education (ERE) implementation in Serbia in response to the COVID-19 outbreak. Using the Cultural-Historical Activity Theory (CHAT) as a framework, we collected and analyzed posts on the social media platform Twitter. The tweets on the topic of education were retrieved using MAXQDA software starting from March 17, 2020 and over the next 5 weeks, resulting in a final dataset of 1,777 tweets. The results of the research show a decreasing trend in the frequency of posts related to education, starting from 1,402 in the first week to 92 tweets in the fifth week. The emotional tone of the tweets was predominantly negative in the first five weeks of the pandemic, with the percentage of tweets with a negative connotation tending to increase. The analysis of the content of the tweets highlights key themes and reveals contradictions between ERE and conventional schooling. The Twitter community praised the use of new tools and teachers’ efforts, but criticized adhering to the rules of the conventional schooling as well as the learning content as being overly demanding and irrelevant. The study results suggest that ERE during the lockdown increased the visibility of teaching, offering potential for educational democratization, while the invisibility of learning created risks to educational equity by obscuring the struggles of learners.
References
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Author, A. (2022b). The reference has been omitted in order to preserve the anonymity of the author.
Author, A. (2024). The s reference has been omitted in order to preserve the anonymity of the author.
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Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Coronavirus pandemic. Asian Journal of Distance Education, 15(1), 1-6. http://dx.doi.org/10.5281/zenodo.3778083
Castro-Martinez, A., Méndez-Domínguez, P., Sosa Valcarcel, A., & Castillo de Mesa, J. (2021). Social Connectivity, Sentiment and Participation on Twitter during COVID 19. International Journal of Environmental Research and Public Health, 18(16):8390.
Comfort, L. (2005). Risk, security, and disaster management. Annual Review of Political Science, 8 (1), 335–356. https://doi.org/10.1146/annurev.polisci.8.081404.075608
Cutter, S. L., Boruff, B. J., & Shirley, W. L. (2003). Social Vulnerability to Environmental Hazards. Social Science Quarterly, 84 (2), 242-261. https://doi.org/10.1111/15406237.8402002
Deviatnikova, K. G. (2023). Permacrisis, Metacrisis, Polycrisis: Determining the Nature of the Phenomena Using Semantic Analysis. Современное педагогическое образование, (1), 365-370.
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Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156, DOI: 10.1080/13639080020028747
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Foot, A. K. (2014). Cultural-Historical Activity Theory: Exploring a Theory to Inform Practice and Research. Journal of Human Behavior in the Social Environment, 24(3), 329–347. https://doi.org/10.1080/10911359.2013.831011
Gedera, D., Forbes, D., Brown, C., Hartnett, M., & Datt, A. (2023). Learning during a pandemic: an Activity Theory analysis of the challenges experienced by Aotearoa/New Zealand university students. Education Tech Research Development, 71, 2271-2295. https://doi.org/10.1007/s11423-023-10284-3
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Hammerstein, S., Konig, C., Dreisorner, T., & Frey, A. (2021). Effects of COVID-19-Related School Closures on Student Achievement - A Systematic Review. Frontiers in Psychology, 12:746289. https://doi.org/10.3389/fpsyg.2021.746289
Jovanović Kranjec, M. (2010). Demokratizacija obrazovanja. Inovacije u nastavi - časopis za savremenu nastavu, 23(4), 142-149.
Khalid, A., & Singal, N. (2022). Parents as partners in education during COVID-19-related school closures in England:challenges and opportunities identified by parents with Pakistani and Bangladeshi heritage. Journal of Family Studies, 29(4), 1822–1846. https://doi.org/10.1080/13229400.2022.2098804
Kurum Tiryakioglu, G. (2024). Roles of the Parents in Online Learning during the COVID-19 Pandemic: A Phenomenological Study. Asian Journal of Distance Education, 19(1), 120-141. Retrieved from https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/770
Lawrence, M. (2024). Polycrisis in the Anthropocene:an invitation to contributions and debates. Global Sustainability, 7, 1-5. https://doi.org/10.1017/sus.2024.2
Lawrence, M., Homer-Dixon, T., Janzwood, S., Rockstöm, J., Renn, O., & Donges, J. F. (2024). Global polycrisis: the causal mechanisms of crisis entanglement. Global Sustainability, 7, 1- 16. https://doi.org/10.1017/sus.2024.1
Lee, K., Fanguy, M., Bligh, B., & Lu, X. S. (2021). Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity. Educational Review, 74(3), 460–483. https://doi.org/10.1080/00131911.2021.1978401
Levinson, M., Geron, T., & Brighouse, H. (2022) Conceptions of Educational Equity, AERA Open, 8(1), 1-12.https://doi.org/10.1177/23328584221121344
Longstaff, P. (2005). Security, resilience, and communication in unpredictable environments such as terrorism, natural disasters, and complex technology. Center for Information Policy Research, & Harvard University.
Marković Krstić, S., & Milošević Radulović, L. (2021). Evaluating distance in education in Serbia during the COVID-19 pandemic. Problems of Education in the 21st Century, 79(3), 467-484. DOI: 10.33225/pec/21.79.467
Mayisela, S. (2017). Corporal punishment: cultural-historical and socio-cultural practices of teachers in a South African primary school (Unpublished doctoral dissertation). University of Cape Town.
McPherson, H., & Pearce, R. (2022). The shifting educational landscape: science teachers’ practice during the COVID-19 pandemic through an activity theory lens. Discip Interdscip Sci Educ Res, 4 (1), 1-13. https://doi.org/10.1186/s43031-022-00061-2
Miles, R. (2020). Making a case for Cultural Historical Activity Theory: Examples of CHATin practice. Studies in Technology Enhanced Learning, 1(1), 65-80, https://doi.org/10.21428/8c225f6e.c4feefa5
MoESTD., & UNICEF. (2020). Praćenje načina učešća i procesa učenja učenika iz osetljivih grupa tokom ostvarivanja obrazovno-vaspitnog rada učenjem na daljinu. Institut za psihologiju Filozofskog fakulteta Univerziteta u Beogradu.
Nabity-Grover, T., Cheung, C. M., & Thatcher, J. B. (2020). Inside out and outside in: How the COVID-19 pandemic affects self-disclosure on social media. International Journal of Information Management, 55:102188. https://doi.org/10.1016/j.ijinfomgt.2020.102188
Nikolić, N., & Milojević, Z. (2020). Trenutno stanje u onlajn nastavi u Srbiji i regionu (izveštaj). Obrazovno kreativni centar.
Norris, F. H., Stevens, S. P., Pfefferbaum, B., Wyche, K. F., & Pfefferbaum, R. L. (2008). Community Resilience as a Metaphor, Theory, Set of Capacities, and Strategy for Disaster Readiness. American Journal of Community Psychology, 41, 127-150.https://doi.org/10.1007/s10464-007-9156-6
Plazinić, Lj. (2021). Nastavne strategije kao činioci akademske motivacije, efikasnosti i anksiznosti učenika u TV nastavi (doktorska disertacija). NaRDuS(123456789/19024)
Postholm, M. B., & Vennebo, K. F. (2021). Applying cultural historical activity theory in educational settings learning, development and research. Routledge.
Raffe, D., & Spours, K. (2007). Three models of policy learning and policy-making in 14-19 education. Institute of Education
Rajković, T., Cvetković-Lečić, D., Perović, J., & Petković, J. (2023). Measuring improvements of the education system in the COVID-19 pandemic – A case study of Serbia. Information Development, 1-18. https://doi.org/10.1177/02666669231211533
Saja, A. M. A., Goonetilleke, A., Teo, M., & Ziyath, A. M. (2018). An inclusive and adaptive framework for measuring social resilience to disasters. International Journal ofDisaster Risk Reduction, 28, 862–873. https://doi.org/10.1016/j.ijdrr.2018.02.004
Sanino, A., & Engeström, Y. (2018). Cultural-historical activity theory: founding insights and new challenges. Cultural-Historical Psychology, 14 (3), 43-56.
Shim, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and youth services review, 119, 105578. https://doi.org/10.1016/j.childyouth.2020.105578
Statistical Office of the Republic of Serbia [SORS]. (2024). Devices available in households, 2015 - present [Data set]. Retrieved November 18, 2024, from: https://data.stat.gov.rs/Home/Result/270101?languageCode=en-US
Stančić, M. (2022). Ocenjivanje učenika tokom prve godine pandemije: od menjanja paradigme do tehničkih rešenja. U Ž. Krnjaja, M. Senić Ružić i Z. Milošević (ur.), Obrazovanje u vreme krize i kako dalje (str. 231-239). Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu i Pedagoško društvo Srbije.
Steiner - Khamsi, G. (2006). The Economics of Policy Borrowing and Lending: A Study of Late Adopters. Oxford Review of Education, 32(5), 665–678. http://www.jstor.org/stable/4618688
Stepanović, S. (2020). Uticaj pandemije virusa korona na obrazovanje. Nastava i vaspitanje, 69(2), 183-196. https://doi.org/10.5937/nasvas2002183S
Stojanović, D. (2020). Analiza realizacije učenja na daljinu u Srbiji za vreme pandemije virusa COVID-19. U P. Mitić i D. Marjanović (ur.), Black swan in the world economy 2020 (str. 121-140). Institut ekonomskih nauka.
Thorn, W., & Vincent - Lancrin, S. (2021). Schooling During a Pandemic: The Experience and Outcomes of Schoolchildren During the First Round of COVID-19 Lockdowns. OECD Publishing.
Torres, L. L., & Alves, M. G. (2024). Democratisation and Educational Inclusion during Lockdown Times: Perceptions of Portuguese Teachers. Education Sciences, 14(2), 197-210. https://doi.org/10.3390/educsci14020197
UNESCO., UNICEF., & the World Bank. (2020). What have we learnt? Overview of findings from a survey of ministries of education on national responses to COVID-19. UNESCO, UNICEF, & World Bank. https://data.unicef.org/resources/national education responses-to-covid19/
Vergura, D. T., Luceri, B., & Zerbini, C. (2021). The Role of Social Networks During the COVID-19 Lockdown: Real-Life Social Distancing Vs. Virtual Interactions. International Journal of Business and Management, 16 (5), 133-145. https://doi.org/10.5539/ijbm.v16n5p133
Vydra, S., & Kantorowicz, J. (2020). Tracing Policy-relevant Information in Social Media: The Case of Twitter before and during the COVID-19 Crisis. Statistics, Politics, and Policy, 12(1), 87-127. https://doi.org/10.1515/spp-2020-0013
Wang, H., Li, Y., & Ning, X. (2024). News Coverage of the COVID-19 Pandemic on Social Media and the Public's Negative Emotions: Computational Study. Journal of medical Internet research, 26, e48491. https://doi.org/10.2196/48491
Wilson, V. (2014). Examining teacher education through cultural-historical activity theory. Teacher Education Advancement Network Journal (TEAN), 6 (1), 20-29.
World Health Organisation. (n.d.). Current context: the COVID-19 pandemic and continuing challenges to global health. https://www.who.int/about/funding/invest-in who/investment-case-2.0/challenges
Yamagata - Lynch, C.L. (2010). Understanding Cultural Historical Activity Theory. In L.C. Yamagata - Lynch (Ed.), Activity Systems Analysis Methods (pp. 13 - 28). Springer.
Zhou, M., & Mou, H. (2022). Tracking Public Opinion about Online Education over COVID 19 in China. Educational Technology Research and Development: ETR & D, 70, 1083- 1104. https://doi.org/10.1007/s11423-022-10080-5
Author, A. (2022a). The reference has been omitted in order to preserve the anonymity of the author.
Author, A. (2022b). The reference has been omitted in order to preserve the anonymity of the author.
Author, A. (2024). The s reference has been omitted in order to preserve the anonymity of the author.
Barnard, R. (2010). Activity Theory: A Framework for Analysing Intercultural Academic Activity. Actio: An International Journal of Human Activity Theory, (3), 25-37.
Batiibwe, M.S.K. (2012). Using Cultural Historical Activity Theory to understand howemerging technologies can mediate teaching and learning in a mathematics
classroom: a review of literature. Research and Practice in Technology Enhanced Learning, 14 (12), 1-20. https://doi.org/10.1186/s41039-019-0110
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Coronavirus pandemic. Asian Journal of Distance Education, 15(1), 1-6. http://dx.doi.org/10.5281/zenodo.3778083
Castro-Martinez, A., Méndez-Domínguez, P., Sosa Valcarcel, A., & Castillo de Mesa, J. (2021). Social Connectivity, Sentiment and Participation on Twitter during COVID 19. International Journal of Environmental Research and Public Health, 18(16):8390.
Comfort, L. (2005). Risk, security, and disaster management. Annual Review of Political Science, 8 (1), 335–356. https://doi.org/10.1146/annurev.polisci.8.081404.075608
Cutter, S. L., Boruff, B. J., & Shirley, W. L. (2003). Social Vulnerability to Environmental Hazards. Social Science Quarterly, 84 (2), 242-261. https://doi.org/10.1111/15406237.8402002
Deviatnikova, K. G. (2023). Permacrisis, Metacrisis, Polycrisis: Determining the Nature of the Phenomena Using Semantic Analysis. Современное педагогическое образование, (1), 365-370.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62 (1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Engeström Y., Miettinen R., & Punamäki R.L. (1999). Perspectives on activity theory. Cambridge.
Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156, DOI: 10.1080/13639080020028747
Eurydice. (2022). Teaching and learning in schools in Europe during the COVID-19 pandemic: 2020/2021. Publications Office of the European Union. https://eurydice.eacea.ec.europa.eu/publications/teaching-and-learning-schoolseurope-during-covid-19-pandemic
Ewing, L.A., & Vu, H. Q. (2021). Navigating ‘Home Schooling’ during COVID-19: Australian public response on Twitter. Media International Australia, 178(1), 77-86. https://doi.org/10.1177/1329878X20956409
Foot, A. K. (2014). Cultural-Historical Activity Theory: Exploring a Theory to Inform Practice and Research. Journal of Human Behavior in the Social Environment, 24(3), 329–347. https://doi.org/10.1080/10911359.2013.831011
Gedera, D., Forbes, D., Brown, C., Hartnett, M., & Datt, A. (2023). Learning during a pandemic: an Activity Theory analysis of the challenges experienced by Aotearoa/New Zealand university students. Education Tech Research Development, 71, 2271-2295. https://doi.org/10.1007/s11423-023-10284-3
Gouëdard, P., Pont, B., & Viennet, R. (2020). Education responses to COVID-19: Implementing a way forward. OECD Education Working Papers. OECD Publishing, https://doi.org/10.1787/8e95f977-en
Hammerstein, S., Konig, C., Dreisorner, T., & Frey, A. (2021). Effects of COVID-19-Related School Closures on Student Achievement - A Systematic Review. Frontiers in Psychology, 12:746289. https://doi.org/10.3389/fpsyg.2021.746289
Jovanović Kranjec, M. (2010). Demokratizacija obrazovanja. Inovacije u nastavi - časopis za savremenu nastavu, 23(4), 142-149.
Khalid, A., & Singal, N. (2022). Parents as partners in education during COVID-19-related school closures in England:challenges and opportunities identified by parents with Pakistani and Bangladeshi heritage. Journal of Family Studies, 29(4), 1822–1846. https://doi.org/10.1080/13229400.2022.2098804
Kurum Tiryakioglu, G. (2024). Roles of the Parents in Online Learning during the COVID-19 Pandemic: A Phenomenological Study. Asian Journal of Distance Education, 19(1), 120-141. Retrieved from https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/770
Lawrence, M. (2024). Polycrisis in the Anthropocene:an invitation to contributions and debates. Global Sustainability, 7, 1-5. https://doi.org/10.1017/sus.2024.2
Lawrence, M., Homer-Dixon, T., Janzwood, S., Rockstöm, J., Renn, O., & Donges, J. F. (2024). Global polycrisis: the causal mechanisms of crisis entanglement. Global Sustainability, 7, 1- 16. https://doi.org/10.1017/sus.2024.1
Lee, K., Fanguy, M., Bligh, B., & Lu, X. S. (2021). Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity. Educational Review, 74(3), 460–483. https://doi.org/10.1080/00131911.2021.1978401
Levinson, M., Geron, T., & Brighouse, H. (2022) Conceptions of Educational Equity, AERA Open, 8(1), 1-12.https://doi.org/10.1177/23328584221121344
Longstaff, P. (2005). Security, resilience, and communication in unpredictable environments such as terrorism, natural disasters, and complex technology. Center for Information Policy Research, & Harvard University.
Marković Krstić, S., & Milošević Radulović, L. (2021). Evaluating distance in education in Serbia during the COVID-19 pandemic. Problems of Education in the 21st Century, 79(3), 467-484. DOI: 10.33225/pec/21.79.467
Mayisela, S. (2017). Corporal punishment: cultural-historical and socio-cultural practices of teachers in a South African primary school (Unpublished doctoral dissertation). University of Cape Town.
McPherson, H., & Pearce, R. (2022). The shifting educational landscape: science teachers’ practice during the COVID-19 pandemic through an activity theory lens. Discip Interdscip Sci Educ Res, 4 (1), 1-13. https://doi.org/10.1186/s43031-022-00061-2
Miles, R. (2020). Making a case for Cultural Historical Activity Theory: Examples of CHATin practice. Studies in Technology Enhanced Learning, 1(1), 65-80, https://doi.org/10.21428/8c225f6e.c4feefa5
MoESTD., & UNICEF. (2020). Praćenje načina učešća i procesa učenja učenika iz osetljivih grupa tokom ostvarivanja obrazovno-vaspitnog rada učenjem na daljinu. Institut za psihologiju Filozofskog fakulteta Univerziteta u Beogradu.
Nabity-Grover, T., Cheung, C. M., & Thatcher, J. B. (2020). Inside out and outside in: How the COVID-19 pandemic affects self-disclosure on social media. International Journal of Information Management, 55:102188. https://doi.org/10.1016/j.ijinfomgt.2020.102188
Nikolić, N., & Milojević, Z. (2020). Trenutno stanje u onlajn nastavi u Srbiji i regionu (izveštaj). Obrazovno kreativni centar.
Norris, F. H., Stevens, S. P., Pfefferbaum, B., Wyche, K. F., & Pfefferbaum, R. L. (2008). Community Resilience as a Metaphor, Theory, Set of Capacities, and Strategy for Disaster Readiness. American Journal of Community Psychology, 41, 127-150.https://doi.org/10.1007/s10464-007-9156-6
Plazinić, Lj. (2021). Nastavne strategije kao činioci akademske motivacije, efikasnosti i anksiznosti učenika u TV nastavi (doktorska disertacija). NaRDuS(123456789/19024)
Postholm, M. B., & Vennebo, K. F. (2021). Applying cultural historical activity theory in educational settings learning, development and research. Routledge.
Raffe, D., & Spours, K. (2007). Three models of policy learning and policy-making in 14-19 education. Institute of Education
Rajković, T., Cvetković-Lečić, D., Perović, J., & Petković, J. (2023). Measuring improvements of the education system in the COVID-19 pandemic – A case study of Serbia. Information Development, 1-18. https://doi.org/10.1177/02666669231211533
Saja, A. M. A., Goonetilleke, A., Teo, M., & Ziyath, A. M. (2018). An inclusive and adaptive framework for measuring social resilience to disasters. International Journal ofDisaster Risk Reduction, 28, 862–873. https://doi.org/10.1016/j.ijdrr.2018.02.004
Sanino, A., & Engeström, Y. (2018). Cultural-historical activity theory: founding insights and new challenges. Cultural-Historical Psychology, 14 (3), 43-56.
Shim, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and youth services review, 119, 105578. https://doi.org/10.1016/j.childyouth.2020.105578
Statistical Office of the Republic of Serbia [SORS]. (2024). Devices available in households, 2015 - present [Data set]. Retrieved November 18, 2024, from: https://data.stat.gov.rs/Home/Result/270101?languageCode=en-US
Stančić, M. (2022). Ocenjivanje učenika tokom prve godine pandemije: od menjanja paradigme do tehničkih rešenja. U Ž. Krnjaja, M. Senić Ružić i Z. Milošević (ur.), Obrazovanje u vreme krize i kako dalje (str. 231-239). Institut za pedagogiju i andragogiju Filozofskog fakulteta Univerziteta u Beogradu i Pedagoško društvo Srbije.
Steiner - Khamsi, G. (2006). The Economics of Policy Borrowing and Lending: A Study of Late Adopters. Oxford Review of Education, 32(5), 665–678. http://www.jstor.org/stable/4618688
Stepanović, S. (2020). Uticaj pandemije virusa korona na obrazovanje. Nastava i vaspitanje, 69(2), 183-196. https://doi.org/10.5937/nasvas2002183S
Stojanović, D. (2020). Analiza realizacije učenja na daljinu u Srbiji za vreme pandemije virusa COVID-19. U P. Mitić i D. Marjanović (ur.), Black swan in the world economy 2020 (str. 121-140). Institut ekonomskih nauka.
Thorn, W., & Vincent - Lancrin, S. (2021). Schooling During a Pandemic: The Experience and Outcomes of Schoolchildren During the First Round of COVID-19 Lockdowns. OECD Publishing.
Torres, L. L., & Alves, M. G. (2024). Democratisation and Educational Inclusion during Lockdown Times: Perceptions of Portuguese Teachers. Education Sciences, 14(2), 197-210. https://doi.org/10.3390/educsci14020197
UNESCO., UNICEF., & the World Bank. (2020). What have we learnt? Overview of findings from a survey of ministries of education on national responses to COVID-19. UNESCO, UNICEF, & World Bank. https://data.unicef.org/resources/national education responses-to-covid19/
Vergura, D. T., Luceri, B., & Zerbini, C. (2021). The Role of Social Networks During the COVID-19 Lockdown: Real-Life Social Distancing Vs. Virtual Interactions. International Journal of Business and Management, 16 (5), 133-145. https://doi.org/10.5539/ijbm.v16n5p133
Vydra, S., & Kantorowicz, J. (2020). Tracing Policy-relevant Information in Social Media: The Case of Twitter before and during the COVID-19 Crisis. Statistics, Politics, and Policy, 12(1), 87-127. https://doi.org/10.1515/spp-2020-0013
Wang, H., Li, Y., & Ning, X. (2024). News Coverage of the COVID-19 Pandemic on Social Media and the Public's Negative Emotions: Computational Study. Journal of medical Internet research, 26, e48491. https://doi.org/10.2196/48491
Wilson, V. (2014). Examining teacher education through cultural-historical activity theory. Teacher Education Advancement Network Journal (TEAN), 6 (1), 20-29.
World Health Organisation. (n.d.). Current context: the COVID-19 pandemic and continuing challenges to global health. https://www.who.int/about/funding/invest-in who/investment-case-2.0/challenges
Yamagata - Lynch, C.L. (2010). Understanding Cultural Historical Activity Theory. In L.C. Yamagata - Lynch (Ed.), Activity Systems Analysis Methods (pp. 13 - 28). Springer.
Zhou, M., & Mou, H. (2022). Tracking Public Opinion about Online Education over COVID 19 in China. Educational Technology Research and Development: ETR & D, 70, 1083- 1104. https://doi.org/10.1007/s11423-022-10080-5
Published
2025/06/30
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