Guest editor: Jekatyerina Dunajeva, PhD (Pázmány Péter Catholic University)

The coronavirus pandemic has profoundly affected how education is provided around the globe, causing major disruptions and unprecedented challenges. With limited social contact and closing of institutions, both teachers and students faced new challenges to continuing their teaching and learning. With no uniform response to the pandemic across countries, arguably universities had the greatest autonomy in adjusting their system of education. Nevertheless, it was challenging to provide a resemblance of a learning routine for students, while also offering an appropriate support system for university teachers and staff.

This special issue presents various case studies from Central and Eastern European (CEE) universities that reflect on how online or digital education was implemented during the pandemic. In general, digital skills are lower and IT infrastructure tends to be less developed in CEE countries compared with Western Europe, which likely posed additional barriers to a smooth transition. In fact, some predict that as a result of the pandemic, the existing gap between education systems of Eastern and Western Europe will become even wider. Due to still limited research about the effects and consequences of the pandemic on higher education system, there is still lacking knowledge about how universities, students and teachers were able to cope, how higher education has been transformed and how it will change in the long term.

Scholars are welcome to submit their research abstracts for consideration in the special issue. Proposed research can look at certain student groups (vulnerable students, international students, migrant students, etc.), programs offered within universities, the work of university educators or staff, or other aspects of higher education in the context of adjusting to the new routine during the pandemic. Authors are invited to explore challenges, best practices, support networks (formal or informal), partnerships or any other aspects of either digital teaching or learning at universities. Articles may be comparative or single case studies, looking at national or regional trends or at specific institutions.

Guidelines for abstract submission:

  • deadline: January 15, 2022
  • length: 200-400 words
  • abstract should contain: author’s name, affiliation, e-mail address, title of the chapter, abstract, keywords, author’s bio (1 paragraph)
  • abstracts should be submitted to the guest editor directly at

Upon acceptance of abstracts, full articles of 6000-8000 words will be expected by February 18, 2022. For submission of final drafts, authors must register on Critical Review webpage and follow the instructions at, and must comply with the editing requirements of the American Sociological Association (ASA). Expected date of publication of the Special Issue is July 2022.