Resilience in education: understanding learning gaps during COVID-19

Purpose This study investigates the learning gaps experienced by students during the pandemic, focusing on mathematics and science and examines their coping strategies. By identifying specific challenges and support mechanisms, this research offers practical recommendations for minimizing learning gaps in future educational disruptions. The study examines the role of family support, self-study and digital tools in mitigating learning loss, contributing to the development of educational practices for post-pandemic and online learning. Design/methodology/approach This study utilized combining quantitative survey data from 410 students with qualitative responses to analyze learning gaps and coping strategies during the COVID-19 pandemic. Descriptive statistics identified key areas of struggle, such as Mathematics and Science, while qualitative analysis provided insight into students’ coping mechanisms, including family support and online resources. Factors contributing to learning gaps, such as technological issues and reduced study hours, were also examined. Findings The study found that 40.24% of students reported learning gaps in mathematics and statistics, while 20.00% struggled with science. Contributing factors were technological challenges, limited study hours and reduced access to office hours. The majority of students relied on family support (39.94%) and online resources (26.48%), though nearly 20% felt inadequately supported. Reliance on self-study and digital tools (56.34%) emerged as a common coping strategy. Proposed solutions include personalized resources, extended instructional programs and enhanced teacher–student communication. Originality/value This study focuses on undergraduate students’ perspectives on learning gaps nearly two years after the height of the pandemic. Unlike prior studies that evaluated learning loss through academic performance metrics or educators’ assessments, this research centers on students, highlighting their firsthand experiences with disrupted learning. The study provides valuable information for developing targeted, student-informed strategies to address learning gaps in the post-pandemic academic landscape.