In this study, we conducted a thematic analysis of the views and perspectives of university students about online learning, specifically regarding their interpretations and experiences of the transition from traditional face-to-face courses to online teaching during the COVID-19 pandemic. The sample included 209 undergraduate and postgraduate students who were invited to complete five tasks, i.e., a free association task, answering open questions about the advantages and disadvantages of online learning, providing suggestions for improving online learning, and sharing a personal experience lived during this period. Some of the main themes extracted from the data refer to the negative aspects of online learning mentioned by participants in relation to its disadvantages, such as health and psychosocial problems (e.g., stress, anxiety, decreased motivation, isolation/loneliness, and apathy) and learning process problems (e.g., misunderstandings, a lack of feedback, additional academical requirements, a lack of challenge, and disengagement). Other recurrent themes refer to the positive aspects of online learning associated with its benefits: comfort and accessibility, economy (saving time and money), and psychological and medical safety. The personal experiences during COVID-19 shared by our respondents were organised around four main themes (positive, negative, ambivalent, and transformative experiences) related to students’ adaptation to the educational context generated by the pandemic. Based on these findings, practical recommendations for universities and researchers are discussed.

The COVID-19 pandemic presents threats, such as severe disease and economic hardship, to people of different ages. These threats can also be experienced asymmetrically across age groups, which could lead to generational differences in behavioral responses to reduce the spread of the disease. We report a survey conducted across 56 societies (N = 58,641), and tested pre-registered hypotheses about how age relates to (a) perceived personal costs during the pandemic, (b) prosocial COVID-19 responses (e.g., social distancing), and (c) support for behavioral regulations (e.g., mandatory quarantine, vaccination). We further tested whether the relation between age and prosocial COVID-19 responses can be explained by perceived personal costs during the pandemic. Overall, we found that older people perceived more costs of contracting the virus, but less costs in daily life due to the pandemic. However, age displayed no clear, robust associations with prosocial COVID-19 responses and support for behavioral regulations. We discuss the implications of this work for understanding the potential intergenerational conflicts of interest that could occur during the COVID-19 pandemic.

Previous studies suggested that public trust in government is vital for implementations of social policies that rely on public's behavioural responses. This study examined associations of trust in government regarding COVID-19 control with recommended health behaviours and prosocial behaviours. Data from an international survey with representative samples (N=23,733) of 23 countries were analysed. Specification curve analysis showed that higher trust in government was significantly associated with higher adoption of health and prosocial behaviours in all reasonable specifications of multilevel linear models (median standardised β=0.173 and 0.244, P<0.001). We further used structural equation modelling to explore potential determinants of trust in government regarding pandemic control. Governments perceived as well organised, disseminating clear messages and knowledge on COVID-19, and perceived fairness were positively associated with trust in government (standardised β=0.358, 0.230, 0.055, and 0.250, P<0.01). These results highlighted the importance of trust in government in the control of COVID-19.