Pandemic-era teaching and learning conditions across 47 countries fall into three clusters: Family-Supported Asynchronous Virtual Instruction, Accentuated Teacher-Led Synchronous Instruction, and Accentuated Instructional Disruption¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? K-means clustering with silhouette validation on PISA 2022 Global Crises Module country-level data identified three subgroups of countries with similar teaching and learning conditions for sustaining learning. → Giang Pham 2026

Evidence¶

Giang Pham 2026¶

Giang Pham, Franziska Maria Locher, Dimitra Kolovou, Eliane Arnold. (2026). COVID-19: A cross-national analysis with PISA data. Learning and Instruction 105 (2026) 102366. https://doi.org/10.1016/j.learninstruc.2026.102366

q2 · i? · associational · r2

K-means cluster analysis of country-level PISA 2022 Global Crises Module data (N = 47 countries), validated with the average silhouette approach; "a three-cluster solution was selected, and each country was assigned to one cluster". Clusters were labelled from their largest item differences.

"Based on the average silhouette analysis and visual inspection of the clustering results, a three-cluster solution was selected, and each country was assigned to one cluster"

Discussion¶

Related Claims¶

• Cluster 2 countries outperformed Cluster 1 countries in PISA 2022 only in science (about 20 PISA points, p = .002), with no significant differences in mathematics or reading — related
• Countries with Accentuated Teacher-Led Synchronous Instruction showed better PISA 2022 performance than countries with Accentuated Instructional Disruption across all domains, with modest effects — a narrower finding that bears on this claim
• Pandemic-related performance change was more positive in Cluster 2 than Cluster 3 countries across all domains, and more positive than Cluster 1 in reading and science — a narrower finding that bears on this claim
• Teaching and learning conditions did not statistically significantly explain cross-national differences in the pandemic-related widening of the socio-economic performance gap — a narrower finding that bears on this claim