NAVIGATING THE NEW NORMAL: STRATEGIES FOR MANAGEMENT AND TEACHING AFTER THE PANDEMIC

Abstract

The post-COVID-19 era has ushered in a confluence of challenges and opportunities within higher education, shedding light on the behaviors exhibited by its various stakeholders in contemporary society. This exploratory research delves into the complex interplay of actors—students, faculty, and administrators—in the post-pandemic landscape, juxtaposing it with the backdrop of post-modernist tendencies. Central to this inquiry is the recognition of emergent conditions within higher education, whose unaddressed repercussions stand to imperil not only the quality of instruction but also the fabric of relationships integral to the pedagogic and andragogic spheres. Of particular concern is the escalating incidence of mental health diagnoses among individuals within higher education institutions. This troubling trend necessitates swift action from administrators and college boards to safeguard the well-being of their communities. Faculty members, in particular, find themselves at the frontline, often serving as the initial point of contact in identifying indicators suggestive of mental distress. Symptoms such as diminished concentration, an inability to cope with stress, detachment from reality—potentially accompanied by manifestations of paranoia or hallucinations and withdrawal from social interactions and group activities serve as red flags signaling potential mental destabilization. As higher education grapples with the aftermath of the pandemic, it becomes imperative to address the multifaceted challenges posed by mental health issues. Failure to do so not only jeopardizes academic excellence but also undermines the holistic development and welfare of students and faculty alike. By shedding light on these pressing concerns, this paper aims to catalyze dialogue and action within the higher education community, fostering a culture of awareness, support, and proactive intervention.