CHALLENGES OF LINKING THEORY WITH PRACTICE AMONG UNDERGRADUATE EDUCATION STUDENTS

Coronavirus disease (COVID-19), caused by the novel Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), emerged in Wuhan, China, in December 2019 and was officially declared a global pandemic by the World Health Organization on March 11, 2020. The virus spreads primarily through close human contact, especially via respiratory droplets expelled when an infected person breathes, coughs, or sneezes. Beyond its health implications, COVID-19 has had far-reaching effects on socioeconomic systems worldwide, with the education sector among the most severely impacted. In Nigeria, the first confirmed case was recorded on February 27, 2020, after which the government introduced preventive measures, including lockdowns and the closure of public institutions. Tertiary institutions, which largely relied on traditional face-to-face teaching methods, were abruptly disrupted, leading to significant learning gaps. The sudden shift exposed the lack of preparedness for remote learning in most Nigerian institutions, leaving students disadvantaged in terms of academic continuity. Furthermore, the pandemic induced psychosocial challenges among students, including emotional anxiety, stress, depression, and reduced motivation toward academic activities. The absence of classroom interaction weakened peer-to-peer engagement and reduced the effectiveness of teachers, thereby widening the gap in learning outcomes. This situation highlights the need for educational reforms that incorporate digital learning systems, resilience strategies, and improved psychological support for students during crises. The study emphasizes that while COVID-19 posed unprecedented challenges to the Nigerian education system, it also provides valuable lessons for strengthening the sector through innovative teaching approaches, improved infrastructure, and policies geared toward future preparedness