Title: the impact of covid-19 on teaching systems and institutions

Research Methodology: Five hypotheses that were later put to the test using structural equation modeling were developed using the conservation of resources theory as the study's framework. An online survey was used to gather information from 2,707 university students in Samarkand, Bukhara, Xiva, and Tashkent. The findings indicated that the administration and faculty's support for the institution mediates the link between the reported effects of COVID-19 on degree completion, potential employment, and levels of student well-being. These findings imply that under a "new normal," colleges should improve student wellbeing by prioritizing academic assistance, particularly for undergraduates. Universities should also be mindful of how students' emotional reactions to crises change over time and make sure that student assistance is visible and easily accessible.
Findings: During April and June of 2020, university students in Samarkand, Bukhara, Xiva, and Tashkent provided the sample. 2,707 surveys were gathered, of which 765 contained missing data. 1,932 volunteers were recruited, of whom 119 were from the Tashkent, 227 from Russia, 1,314 from Bukhara, and 272 from Samarkand. Among the sample's pupils, there were 36.2% men, and 63.8% women. The average age was 22.87 years old.
Most students (68.5%) and those who studied full-time (85.1%) did so at home. Students must have timely and sufficient resources to properly handle these demands and succeed in their pursuit of an education and a vocation. By addressing their needs, these materials help students feel less stressed and burned out while also increasing their participation in learning activities, meaning-making, and other aspects of life. Universities can use academic, co-curricular, and extracurricular activities to improve student wellbeing. Clear assessment guidelines, classroom rules, and project deadlines help prevent student annoyance, discontent, and retreat from active learning.
Sports and exercise have also been proven to lower stress and depression and improve student wellbeing. Campus libraries provide easy access to learning resources and a comfortable studying environment, and these techniques can aid students in developing their intrinsic drive to study, expressing their worries, enacting their identities, and making meaning of their experiences. Unhealthy and unethical social interactions, such as bullying, cyberbullying, and abusive online dating, can worsen student depression and anxiety and lower their quality of life. The self-reported questionnaire asked about demographic information such as gender, age, nationality, place of residence, study style, and year of study. The social support measure created by Pierce et al. (1991) served as the foundation for this (1991). There was good internal consistency (= 0.72)