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This paper presents a quantitative study of students’ emotional impairment as a result of the COVID-19 pandemic, which was developed as part of a master's thesis. The aim is to determine possible relationships between a sense of coherence and negative affect, considering gender and intended degree. In particular, the aim is to identify students’ anxiety, general apprehension, and worry during the pandemic, as they may induce a disturbance of psychosocial functioning. [ABSTRACT FROM AUTHOR]

Environmental awareness is affected by fluctuations, which occur when other social events are prioritized. This paper investigates how environmental awareness of persons between the age of 20 and 30 living in Austria has changed during the period of the Covid-19 crisis compared to the period directly before. To answer this question a literature review and a quantitative survey (n = 210) on the affective and cognitive component of environmental awareness have been conducted. The results show a slight increase in the affective/cognitive component. This correlates with some socio-demographic characteristics and the change in certain behaviors but not with the impact of the Covid-19 crisis on one's life. However, the high topicality of the Covid-19 crisis, as well as the dynamic of the crisis, should be highlighted. Therefore, no assessment of the long-term development of environmental awareness can be made and further research is necessary. [ABSTRACT FROM AUTHOR]

Pedagogical practice is always an ambivalent and complex process, which is affected by various external conditions. The paper at hand will show what effects the COVID-19 pandemic had on living conditions of residents of closed residential facilities of the so-called disability system and the pedagogical practice within – even after the pandemic. The reference point is the study »Institutionalized living conditions in times of Corona«, in which 15 interviews with employees from different residential areas were conducted via topic interviews and evaluated using the methods of qualitative content analysis. The presentation of the results will show that the pandemic affirmed structural problems within these institutions, but at the same time disrupted existing routines. Finally, it will be discussed to what extent the pandemic can also – at least theoretically – be seen as an opportunity for inclusion and the (re)focusing on pedagogical practice within the institutions. [ABSTRACT FROM AUTHOR]