Cultural and Historical Environmental Influences on Student Mental Health in Online Learning During Global Educational Disruptions

Helene Daya

doi:10.63931/ijchr.v7iSI3.300

Authors

Helene Daya Southern Luzon State University, Quezon Philippines https://orcid.org/0009-0005-7680-6777

DOI:

https://doi.org/10.63931/ijchr.v7iSI3.300

Keywords:

Academic Fatigue, Educational Disruption, Environmental Influence, Mental Well-Being, Peer Interaction

Abstract

The transition to online learning during the COVID-19 pandemic created unprecedented challenges that deeply affected students’ mental health. Historically, educational disruptions such as the 1918 influenza pandemic demonstrated that the quality of alternative learning arrangements shapes long-term academic and psychological outcomes. Unlike past events, however, the COVID-19 shift occurred in a digitally connected but socioeconomically unequal world. Quantitative results show that 95.3% of students (n = 1,376) experienced psychological distress, with heightened stress, anxiety, and depression. Thematic analysis (n = 229) from interviews, FGDs, and open-ended questionnaires revealed unstable home learning environments, particularly in multi-generational households common in collectivist cultures, which caused distractions and academic fatigue. Technological barriers, including poor internet access and platform overload, further compounded difficulties, especially in rural or disadvantaged areas. Culturally, online learning disrupted peer networks and instructor relationships that typically serve as vital sources of motivation and emotional support. Social isolation and reduced face-to-face interaction intensified loneliness and disconnection. Historical inequalities in educational infrastructure magnified these issues in communities with limited digital access. Students adopted coping strategies such as maintaining routines, seeking family and peer support, and engaging in physical activities. Overall, findings underscore that unstructured environmental factors exerted a stronger influence on mental health than course content. The study highlights the importance of culturally responsive interventions, equitable access to technology, and sustained social connections in strengthening students’ resilience in online learning contexts.

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