Determination Of The Main Ways To Improve The Efficiency Of Higher Education Institutions In A Post-Pandemic Context


  • Galyna Buchkivska Khmelnytskyi Humanitarian-Pedagogical Academy, Khmelnytskyi, Ukraine
  • Valentyna Greskova Khmelnytskyi Humanitarian-Pedagogical Academy, Khmelnytskyi, Ukraine
  • Alla Sembrat Hryhorii Skovoroda University, Pereiaslav, Ukraine
  • Olesia Mysyk Khmelnytskyi Humanitarian-Pedagogical Academy, Khmelnytskyi, Ukraine
  • Nataliia Marchenko Hryhorii Skovoroda University, Pereiaslav, Ukraine



efficiency, COVID-19, postpandemic, insitutions, main ways, education


The article highlights the problem of the effectiveness of the learning process in higher education institutions in the post-pandemic. Today there are changes in the labor market, and more and more professions need to be updated. This affects the quality of higher education both in Europe and elsewhere, so many higher educational institutions (national, public, private) have appeared, which primarily care about the number of students, and not about quality. In an environment where the pandemic has significantly changed the learning process, it is very important to find new ways to improve its effectiveness. Now there is a transition from an industrial society to a society of obtaining knowledge in conditions of post-pandemic development; This means that there is a transition to mass education, and then to general higher education (coverage of more than 70% of young people) and the need to train a large number of people with average abilities. In addition, in higher educational institutions, in particular in universities, there are still imperfect academic programs in the basics of science, compiled by teachers with different levels of training in the context of post-pandemic development.


Akareem, H. S., & Hossain, S. S. (2012). Perception of education quality in private universities of Bangladesh: A study from students’ perspective. Journal of Marketing for Higher Education, 22(1), 11–33.

Akareem, H. S., & Hossain, S. S. (2016) Determinants of education quality: what makes students’ perception different?, Ope Review of Educational Research, 3(1), 52-67.

Arora, A. K., & Srinivansen, R. (2020). Impact of pandemic COVID-19 on the teaching-learning process: A study of higher education teachers. Parabandhan: Indian Journal of Management, 13(4), 43–56.

Ashraf, M. A., Ibrahim, Y., & Joarder, M. H. (2009). Quality education management at private universities in Bangladesh: An exploratory study. Jurnal Pendidik dan Pendidikan, 24, 17–32.

Bertolin, J. C. G. (2011). The quasi-markets in higher education: From the improbable perfectly competitive markets to the unavoidable state regulation. Educação e Pesquisa, 37(2), 237–248.

Brennan, J., & Teichler, U. (2008). The future of higher education and of higher education research. Higher Education, 56(3), 259–264.

Buchanan, J. (2011). Quality teaching: Means for its enhancement? Australian Universities’ Review, 53(1), 66–72.

Chaichumpa, S. & Wicha, S. & Temdee, P. (2021). Personalized Learning in a Virtual Learning Environment Using Modification of Objective Distance. Wireless Personal Communications, 118, 2055–2072.

El Refae, G. A., Kaba, A. & Eletter, S. (2021). Distance learning during COVID-19 pandemic: satisfaction, opportunities and challenges as perceived by faculty members and students. Interactive Technology and Smart Education, 18(3), 298-318.

Jerez, O. & Orsini, C. & Hasbun, B. & Lobos, E., & Bornand, M. (2017). Is Undergraduate Programme Accreditation Influenced by Educational Public Policy Quality Indicators? An Exploratory Study of the Chilean Higher Education Quality Assurance System. Higher Education Policy, 31.

Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27–52.

Longanecker, D. A., & Blanco, C. D. (2003). Public policy implications of changing student attendance patterns. New Directions for Higher Education, 121, 51–68.

Maureen, T. (2002). Measuring the effect of higher education on university students. Quality Assurance in Education, 10(4), 223-228

Messo, I., N. (2014). Students’ Perception on the Quality of Open and Distance Learning Programmes In Tanzania. Journal of the Open Univerisity of Tanzania, 18(1), 119-134.

Nadiri, H., Kandampully, J., & Hussain, K. (2009). Students’ perceptions of service quality in higher education. Total Quality Management, 20(5), 523–535.

Rahman, A. U., & Uddin, S. (2009). Statistical analysis of different socio economic factors affecting education of NW. FP. Journal of Applied Quantitative Methods, 4(1), 88–94.

Sarpkaya, R. (2010). Factors affecting individual education demand at the entrance to university: Adnan Menderes university sample. Educational Sciences: Theory and Practice, 10(1), 475–488.

Wingo, N. P., Ivankova, N. V., & Moss, J. A. (2017). Faculty perceptions about teaching online: exploring the literature using the technology acceptance model as an organizing framework. Online Learning, 21(1), 15-35.




How to Cite

Buchkivska, G., Greskova, V., Sembrat, A., Mysyk, O., & Marchenko, N. (2021). Determination Of The Main Ways To Improve The Efficiency Of Higher Education Institutions In A Post-Pandemic Context. Postmodern Openings, 12(4), 282-293.



Research on Covid-19 Pandemic

Most read articles by the same author(s)

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now