التجارب العالمية لمعالجة الفاقد التعليمي أثناء التعليم عن بعد : دراسة مقارنة
This study aimed to identify the experiences of the United Arab Emirates, the Netherlands, and Australia in addressing learning loss during distance learning in light of the coronavirus pandemic. The researcher used the descriptive approach, based on George Bereday’s Comparative Method in comparative educational studies, with the four steps of comparison model: description, interpretation, Juxtaposition, and comparison. The study adopted a tool for examining documents by reviewing documents, reports, regulations, official websites, official research, and other sources available in all comparison countries using a non-random (purposive) sample method. The study concluded that there is a similarity between the state of Australia and the state of the Netherlands in terms of the duration of school closures, where schools have been closed for about 8 weeks, however, this period differed within Australia itself due to the different states and the independence of their educational decisions. The most important findings that the study concluded are: The United Arab Emirates is distinguished from the rest of the comparison countries, the Netherlands and Australia, as being one of the least countries in educational losses during the pandemic, according to the International Association for the Evaluation of Educational Achievement (IEA), as well as the diversity of distance learning options, the educational platforms amounting to 20 educational platforms, Providing free internet data for families to obtain access for their children to distance learning, all three comparison countries differed in terms of their students’ ability to access the Internet during distance learning, in terms of the amount of learning loss among students, and that all students learned during the closure of schools and the transition to distance learning. However, their level of education was lower than that of the regular school year. (Published abstract)