There seems to be an element of permanence about online education. In higher education, the enrolment for online education grew by 170% between 2021 and 2022 and by 41.7% for open and distance learning. But this medium comes with attendant — emerging — challenges. For instance, the mental and physical health of teachers has deteriorated with the rise of the digital classroom. Initially, teachers ill-equipped to handle technology found it difficult to use online platforms like Zoom and Google Meet to impart knowledge while keeping their students engaged. More recently, a study published in the peer-reviewed journal, PLOS One, has revealed that a staggering 55% of teachers who were forced to work online for more than six hours a day suffered physical discomforts such as headaches, eye strain, back pain and neck pain. A majority of the respondents also admitted that they experienced a range of mental health conditions, including anxiety, mood swings, along with feelings of restlessness, hopelessness, and loneliness. These, however, are not the only problems associated with online education. Almost two-thirds of the teachers administering tests are reported to be sceptical about the quality of the answer scripts owing to the adoption of dishonest means by examinees. The culture of cheating in academia is, admittedly, not new. What is worrying though is that traditional deterrents — invigilation, for instance — are proving to be ineffective in the online mode. In fact, students have come up with ingenious means to escape scrutiny, taking refuge in the excuse of poor connectivity during online tests to dodge measures taken by invigilators like asking examinees to install a mirror behind them while the test is on.

This only goes to show that the erosion of ethics remains persistent even as education evolves. The ethical crisis — parents are complicit in helping their wards to cheat — is, of course, a manifestation of the spirit of unhealthy competition that is the bane of modernity. If traditional deterrents are not working in the online system, pedagogical and evaluation techniques need to change. Instead of being asked to memorise facts and spill them onto the answer sheet, students should be taught to think critically and apply that subjective knowledge in their examination. This would not only discourage learners from adopting unfair means — the latter would become redundant — but also sharpen their analytical skills, which are mandatory for education and future employment.