Social Media Addiction and Anxiety Disorders in Teenagers

Abstract

The COVID 19 pandemic has changed global education system approximately, forcing a quick transfer from normal classroom education to online education. This paper explores how online learning has been affected by the post COVID-19 era with regards to students’ engagement, attainment and educational inequity. The research was done as a comparative study between urban and rural settings and public and private institutions in Pakistan and uses a mixed method of employing survey data and qualitative feedback from secondary and higher education students. Students from urban areas or from private institutions better adapted to online teaching, experienced higher engagement and had more stable academic performance. On the other hand, students from rural areas and public schools had challenges such as poor internet and device ownership, poor institutional support, a lower academic outcome and lower levels of participation. Due to digital inequality, the study emphasizes a widening educational gap which requires urgent policy reforms, technological infrastructure development and inclusive teaching strategies. Ultimately, although online education presents opportunities for innovation it will only succeed with equitable access and support to all learners.