Emotional Changes in Students Facing the Challenges of Distance Learning

Abstract

This study aims to explore the dynamics of emotional changes experienced by students during and after the transition from online to offline learning. This study uses a descriptive qualitative approach to describe students' emotional responses to the challenges they face, such as limited social interaction, academic pressure, and lack of emotional support. The findings indicate that students experience complex emotional fluctuations, ranging from stress and boredom to loss of motivation and feelings of isolation. However, there are also indications of positive adaptation in some students, who demonstrate increased learning independence and self-management skills. Data visualization through documentation reveals expressions and situations that reflect students' emotional tensions in their learning activities. This study reinforces the importance of psychosocial support and adaptive pedagogy in the education system and emphasizes the need for empathy-based interventions and a humanistic approach to help students navigate similar situations in the future. Thus, this study not only provides a snapshot of students' emotional states post-pandemic but also offers practical recommendations for educators, school counselors, and policymakers in creating more inclusive and emotionally supportive learning environments.