Introduction

School closure is a common policy response during times of crisis. This tactic has been employed in past crises, such as the 2009 H1N1 influenza outbreak (Kayman et al., 2015), the 2010 Haiti Earthquake (Green & Miles, 2011), and the 2017 Hurricane Harvey (Jackson & Ahmed, 2020). During the COVID-19 pandemic, educational institutions were expeditiously and universally closed down to protect public health (González & Bonal, 2021). The transition to emergency remote learning (ERL) became a necessity as a means of educational continuity. ERL is a form of distance education that is temporarily implemented in response to crises. Unlike online learning, ERL is not a well-planned educational delivery mode and it thus may not have the same quality level of learning materials, instructional strategies, and student engagement. Inevitably, the migration of the unprepared education sector to a new learning space has confronted pressing issues relating to socioeconomic differences, online learning pedagogies, psychosocial factors, technological barriers, and more (Barrot et al., 2021; Koh & Daniel, 2022). In response to these challenges, there has been an outbreak of studies on the new normal in education – a departure from traditional educational practices towards a more dynamic, technology-enabled, and student-centered approach to learning. This proliferation of the literature is a collective effort to find strategies less disruptive than school closure that may minimize learning loss and accelerate learning recovery in a post-pandemic education system.

The negative consequences of school closures during the pandemic, including student learning loss, diminished emotional and social development, and impaired physical and mental well-being (Engzell et al., 2021; Hoffman & Miller, 2020; Kuhfeld et al., 2020), prompted an increasing demand for school reopening. This study defined school reopening as the process of resuming in-person classes at all types and levels of educational institutions after a period of closure. In the Philippines, the Commission on Higher Education (CHED) reported in November 2021 that the government’s pandemic task force had finally allowed limited in-person classes for all degree programs (Rocamora, 2021). This decision came after an extended period of approximately two years in which education had predominantly taken place through ERL. In stark contrast to many Western countries, the Philippines is among the last countries to reopen schools since the start of the COVID-19 pandemic (UNESCO, 2021). To facilitate a safe reopening of schools, the CHED imposed several requirements for colleges and universities planning to conduct limited face-to-face classes. These conditions include full vaccinations for participating individuals (e.g., students, teachers, and employees), compliance of schools in retrofitting their facilities, and proper coordination with local governments. After almost a year of limited in-person instruction, the CHED released Memorandum Order (MO) No. 16 instructing higher education institutions (HEIs) to implement either full face-to-face classes or a hybrid learning approach for the second semester of the academic year 2022 to 2023. In this MO, it was advised to conduct a comprehensive analysis of students' needs before reopening schools.

Despite this recommendation, it is unclear whether HEIs consulted their students regarding the resumption of in-person instruction amidst the ongoing pandemic threat. There is also a scarcity of literature that discusses the involvement of students in such consultations. Most studies on school reopening have predominantly focused on the perspectives of teachers (Kim et al., 2021; Lambert et al., 2020; Wakui et al., 2021), parents (Levinson et al., 2021; Schwartz et al., 2021), and public health authorities (Singer et al., 2023). Given the comparatively limited representation of students in school reopening literature, there exists a research gap that requires further investigation. Consequently, this study attempts to contribute new actionable findings that can inform school reopening decisions by uncovering the sentiments and concerns among higher education students. Incorporating student voices in the development of back-to-school guidelines, strategies, and recommendations could be invaluable to strengthening the accomplishment of safe school reopening efforts. Addressing this research area may provide valuable insights to policymakers on how to better accommodate the educational needs of students. The findings of this study may also be utilized in making new or improving existing policies, procedures, and guiding interventions (e.g., Fitzpatrick et al., 2020; Lo Moro et al., 2020; Lopes-Júnior et al., 2021) on safe school reopening. Given that numerous schools have already reopened, this research can still serve as a valuable reference in future education crises.

Background of the Study

Crises as Catalysts for Education Transformations

A crisis is a critical incident that can take many forms (e.g., human-made events and natural disasters) but all of them invariably result in substantial adverse effects on societies (Howat et al., 2012; Lassa et al., 2023; Postiglione, 2011). In the education sector, they have been observed to catalyze notable modifications in crucial academic aspects such as teaching methodologies (Simões de Almeida, 2023), learning environment (Lamsal, 2022), and access to education (Krishnaswami et al., 2022). Such changes occur due to the pressing necessity for innovative and adaptive approaches that can ensure continuity and quality in education. The traditional modes of learning delivery may become impractical during crises, leading to a shift towards more flexible and remote methods of learning. This temporary transformation may involve the utilization of technology-based tools such as video conferencing, virtual learning platforms, and other digital resources (Garcia et al., 2023; Magulod et al., 2020). These alternative methods serve as an equalizer for all students irrespective of their socioeconomic backgrounds and other ascriptive characteristics. Recognizing that education is a fundamental human right that should be accessible to all even in the most challenging of times, it is essential to formulate and implement measures that guarantee educational continuity. Therefore, examining the state of education during times of crises is a crucial research topic to ensure that educatio