John Christopher Mesana | Ma. Viel Cerize Antazo | Isaiah Samson |
December 15, 2023
The education sector was not spared from the effects of the COVID-19 pandemic. Disruption of classes brought by strict lockdowns and social-distancing measures was detrimental to the student's academic, economic, and social life. Interestingly, the current health crisis has led many countries to create innovative countermeasures to secure students' learning continuity. Such ingenious actions and preparations for the post-pandemic education setup were currently done. While many scholars have provided insights on post-pandemic education, studies on students' perspectives remain opaque in the literature. This paper argues that considering students' perspectives in creating educational policies is critical because they directly experience the policies in place. Anchored on Premack and Woodruff's (1978) Theory of Mind, this qualitative study purports to surface the roles, fears, and expectations of post-pandemic education among a select group of Filipino students via semiotic analysis design. Seventy-three (n=73) purposively selected Filipino students participated in the data-gathering procedure using doodles. Through Steger's (2007) three-step metaphor analysis, an exciting pyramid model that vividly depicts the role (triad of proclivity), fears (triad of obscurity) and expectations (triad of amenability) of the Filipino students about the post-pandemic education was developed. The findings of this study may inform policies and practices in preparation for the post-pandemic education setting.