For all these reasons, online platforms seem to have the ability to significantly increase resilience among students during crises. Online platforms, either in formal online class participation or informal interaction on social media, connected individuals with an online community that helped them overcome distance and time barriers to connect and reconnect with other people. The second was social media networks, which connected the students with their friends and other members of society. The first was online class participation, which helped students to interact with their classmates, teachers, and mentors. There were two major sources of online socialization available for higher education students in Pakistan during the COVID-19 lockdown and social isolation. Researchers and point out that online networks, collaboration, and social support are also important to relieve the stress that follows crises.
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Studies state that the significance of online platforms in connecting individuals with communities and strengthening connectivity has been observed in communities during emergencies, and this helps to develop effective and strong offline interactions and networks.
According to researchers, more resilient communities can be developed by creating new horizons of collaboration using social media tools in response to crises. Researchers presented a model of resilience that represents individual resilience in a community as a product of networked resources such as social capital, economic development, and communication of information. Resilience during the COVID-19 pandemic crisis is defined as appropriate adaptation to stressors and the process of rapid recovery, especially when individuals need social support in the period of crisis. Several studies have found that social support boosts psychological resilience, helping to decrease stress and increase psychological health. Social support most importantly functions as a buffer to reduce or balance the psychological effects of a stressful event. The significance of social support for its positive influence on people’s happiness and health was accepted long ago, and perceived social support has an important impact on individuals by enhancing their psychological and physical health.
Research has shown that social support reduces stress, minimizes the effect of stressful situations, prepares individuals in difficult conditions, and enhances their coping abilities. The COVID-19 pandemic and lockdown led to social isolation and negative feelings such as stress, anxiety, and depression among students. The COVID-19 situation was stressful because it not only affected the vulnerable but was a new kind of disease spread by a virus that was treated only symptomatically. People perceive the care and support provided by others as social support. Future studies could be conducted to adapt instructions and curricula to social media environments for education in an emergency. Teacher education institutions can devise strategies to develop social media platforms for student socialization during an emergency to help build resilience against the negative psychological effects of social isolation. Results revealed that social media and online class participation played a mediating role between social support and psychological resilience in the pre-service special needs education (SNE) teachers studied.
Partial least square structural equation modeling (PLS-SEM) was applied using Smart-PLS 3.2.8. A survey was conducted with 377 pre-service special needs education (SNE) teachers enrolled at universities in Pakistan. This research aimed to study the role of online class participation and social media usage to link the social support available from family and friends to psychological resilience among pre-service special education teachers against the negative psychological effects of the COVID-19 pandemic lockdown. Social support was an important factor in minimizing the effect of social isolation during the COVID-19 pandemic lockdown.
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