Synthesising the Post-COVID-19 Psycho-social Impact on Technical and Vocational Students: The Case of a Polytechnic in the Midlands Province, Zimbabwe.

Pande, Gilbert; Makonye, Felix

This study assesses the impact of psychosocial effects following the SARSCoV-2 outbreak (known as the COVID-19 pandemic) on technical and vocational polytechnic students. The overall aim of the study was to synthesise the post-COVID-19 psychosocial impact on technical and vocational students at a polytechnic college in the Midlands Province of Zimbabwe. The objective of this study is to identify how the psycho-social effects of the SARS-CoV-2 outbreak affected technical and vocational polytechnic students. The study appeals to qualitative methodology, and it deploys a case study approach. Data were collected using semi-structured in-depth interviews. The data were represented thematically, both in tables and verbatim responses. Twenty students were selected using random sampling. Students (N=20) were interviewed in order to determine the psycho-social effects that affected them and intervention strategies that could arrest such challenges. The study is underpinned by the Social Capital Theory. The gap that this study intends to bridge is that most studies on SARS-CoV-2 dwell on its origins while ignoring its psychosocial effects on polytechnic students. The results that emerged from the study showed that COVID-19 impacted negatively on students? learning, resulting in a large majority of students suffering from various types of psychosocial effects. The main psycho-sociological effects were depression, anxiety, and stress, among other effects. The study recommended that toll-free numbers be available to students in times of pandemics or other emergencies and that the polytechnic chaplain post be available for students? convenience, among other recommendations.

ZIMBABWE; VOCATIONAL school students; PSYCHOSOCIAL factors; COVID-19 pandemic; SOCIAL capital

African Journal of Sociological & Psychological Studies (AJOSAPS), 2024, Vol 4, Issue 1, p99

2752-6577

Academic Journal

10.31920/2752-6585/2024/v4n1a5