Exploring the effects of the COVID-19 emergency remote education on students’ social and academic integration in higher education in Austria

Abstract

This article analyses the effects of the COVID-19 pandemic on university students’ social and academic integration, based on Tinto’s integration theory. A total of 640 university students in Austria completed an online survey pertaining to academic and social integration during the home-learning period. Results indicate that social integration and academic integration decreased significantly during the lockdown period in the beginning of 2020. The level of perceived support during home learning was positively associated with the levels of social and academic integration. Furthermore, while student age was a predictor for higher academic integration, it was not a predictor for social integration among peer students. Academic and social integration during COVID-19 was significantly linked with student satisfaction in various studies. This study has important implications for future home-learning periods, suggesting how institutions could prepare for longer disruptions of attendance and how they could leverage student integration.