Coronian Education: Perceptions of Educational Changes during the COVID-19 Pandemic in Arab Countries

This article tackles the question: To what domains did education go when it left school buildings due to the coronavirus pandemic? To answer this question, 1184 observations of online activity, 1132 observations of face-to-face activity, 118 focus groups and 1110 individual interviews were undertaken. In addition, 1290 witticisms were collected, utilising humour to inform research. Data analysis reveals the relocation of education to three domains: the domestic, digital and political. Its relocation to the domestic domain has meant increased familial responsibility, fuelling domestic tensions and conflicting with home-based distractions. Its relocation to the digital domain has involved reduced physical interaction, rituality, social merit, mobility and student health. Its relocation to the political domain has given rise to issues of participation and reshaped the power, institutional fabrication and societal support of education. The conclusion introduces the concept of “coronian education”—a hybrid of the domestic, digital and political domains. Whereas pre-coronian education was limited to a single domain, the school, coronian education is fragmented across three domains. Although coronian education research is feasible in the digital and political domains, it is challenging to conduct such research in the domestic domain, as an enquiry into domesticity entails invading the private spaces of homes.