Volume 15, Number 1

A Double-Edged Sword: The Psycho Academic Impact of Zoom-Based Learning on Arab Students in Israel During the Covid-19 Pandemic

  Authors

Nissim Katz , Kinneret Academic College, Israel

  Abstract

The COVID-19 pandemic's shift to Emergency Remote Teaching (ERT) via platforms like Zoom created a global, real-world test for digitally mediated learning. This study provides an in-depth exploration of the multifaceted psycho-academic impacts on a particularly vulnerable population: Arab students in Israel, a minority group facing pre-existing socioeconomic and digital disparities. Through in-depth qualitative interviews with 30 students, we analyzed their lived experiences. The findings reveal a "double-edged sword" experience. A subset of students successfully leveraged the flexibility and pedagogical advantages of recorded lectures to enhance their academic performance. However, the majority confronted significant barriers that undermined their learning and well-being. Core challenges included heightened cognitive load ("Zoom fatigue") from managing domestic distractions and technical issues, and a severe deficit in social presence, which fostered profound feelings of isolation. This was exacerbated by technical failures linked to inadequate digital infrastructure in their communities. Crucially, the experience amplified a perceived resource gap with Jewish peers, contributing to psychological distress and a sense that existing educational inequalities were being deepened. We conclude that remote learning's effects are profoundly shaped by the user's psychological and socioeconomic context, highlighting the urgent need for policies that prioritize digital equity and targeted psycho-social support.

  Keywords

Digital Divide, Social Justice, Higher Education, COVID-19, Socio-technical Studies, Emergency Remote Teaching (ERT), online learning, Zoom..