Learning online in schools after COVID: a systematic review of research aligned to the science of learning and development

Citation

Richardson, J.W., Bathon, J. & Zhong, H. (2026). Learning online in schools after COVID: a systematic review of research aligned to the science of learning and development. Front. Educ. 11. https://doi.org/10.3389/feduc.2026.1815279

Abstract

This systematic review examines how K-12 online learning has evolved in the post-COVID era, using the Science of Learning and Development (SoLD) framework to analyze whole-child development across five guiding principles. We searched ERIC, Google Scholar, and top educational technology journals for peer-reviewed studies published between 2020 and 2024. After a multi-stage screening process, we identified 27 studies that focused on K-12 online student learning in the post-COVID context. We then coded these studies using the SoLD framework to identify which principles and practices appeared most often and which were most often overlooked. The findings showed that research concentrated on four of the five SoLD principles: Positive DevelopmentalRelationships; Environments Filled with Safety and Belonging; Rich Learning Experiences and Knowledge Development; and Development of Skills, Habits, and Mindsets. However, no studies examined Integrated Support Systems, and several important components of each principle were not captured in the corpus of research. Overall, the evidence suggests that online student learning post-COVID has led to meaningful changes in how teachers design online instruction, how families engage with schools in online settings, and how students develop necessary skills while engaging in online education. However, research has not yet examined how these elements work together as an integrated system to improve student learning.

Authors

• Bathon, Justin
• Richardson, Jayson W
• Zhong, Hui

Reference Type

Journal

Keywords

• COVID19
• Online learning