The learning crisis: Three years after COVID-19.

Autor/inn/en	Gajderowicz, Tomasz; Jakubowski, Maciej; Kennedy, Alec I.; Kjeldsen, Christian Christrup; Patrinos, Harry Anthony; Strietholt, Rolf
Titel	The learning crisis: Three years after COVID-19. Gefälligkeitsübersetzung: Die Krise des Lernens: Drei Jahre nach Covid-19.
Quelle	In: Learning and instruction, (2026) 104, Art. 102373, 12 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1873-3263
DOI	10.1016/j.learninstruc.2026.102373
Schlagwörter	Bildung; Bildungsförderung; Schule; Sekundarstufe I; Primarbereich; Schüler; Lernerfolg; Schulleistung; Pandemie; Mathematik; Naturwissenschaften; Ungleichheit; Internationale Zusammenarbeit; Fernunterricht; Internationaler Vergleich; Dauer; Auswirkung; Betriebsunterbrechung; Krisenmanagement; Welt
Abstract	"Background: The COVID-19 pandemic led to unprecedented school closures, affecting over one billion students worldwide and raising concerns about long-term educational consequences. While national studies indicate substantial learning losses, evidence from international assessments provides a unique opportunity to capture global patterns and inequalities. Aims: This study examines the magnitude and distribution of pandemic-related learning losses in mathematics and science. We investigate whether achievement in 2023 deviated from pre-pandemic trends, how learning losses relate to the duration of school closures, and whether effects vary by gender, home language, and prior achievement. Sample: Data are drawn from all Trends in International Mathematics and Science Study (TIMSS) cycles between 1999 and 2023, covering more than 2 million students from 84 education systems at Grades 4 and 8. Methods: We estimate deviations from long-term national achievement trends using mixed-effects regressions with country fixed effects and student background controls. Interaction terms capture heterogeneity by school closure duration, gender, home language, and proficiency level. Quantile regressions assess impacts across the achievement distribution. Results: Average achievement in 2023 was 0.11 SD below expected trends, with larger losses in countries that experienced longer closures. Grade 8 students were more affected than Grade 4 students. Girls and students from language minority backgrounds experienced disproportionately greater losses. Low achievers suffered the most, losing up to 0.23 SD, while top performers were largely unaffected. Conclusions: The findings highlight a persistent global learning crisis with widening inequalities. Targeted interventions are urgently needed to support disadvantaged groups and mitigate long-term consequences of pandemic-related disruptions." The study refers to the period 2020-2023 (Author's abstract, IAB-Doku, © 2026 The Authors. Published by Elsevier Ltd.).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2026/4