Social Experiences of Tertiary Students Regarding the Covid-19 Pandemic: A Case Study of the National University of Lesotho

Abstract

The COVID‐19 pandemic, caused by the novel Sars‐CoV‐2 coronavirus, has variously impacted most sectors globally, including social, economic and psychological impacts. This empirical study utilized a phenomenology approach to explore the social experiences of tertiary students regarding the COVID-19 pandemic in Lesotho. In this article, we argue that higher education students’ social wellbeing is impacted by the occurrences within their surrounding environment, coupled with the reaction or lack of reaction to the tremors imposed on the environment. This qualitative study employed a purposive sampling technique to enrol 28 university students from the National University of Lesotho. An interview schedule was utilized, as a data collection instrument, to conduct in-depth interviews. All interviews were virtual, cognizant of existent COVID-19 pandemic regulations. The Social Impact Theory guided the crafting of interview questions and the data analysis process. The study established that the COVID-19 pandemic occasioned some limited positive social experiences to some students, such as increased spirituality and strengthened family bonds. However, the COVID-19 pandemic inflicted numerous negative experiences on university students’ welfare, including loss of social capital, increased workload, stigma, weakened spirituality and hesitation to get vaccinated. Thus, COVID-19 directly impacts the social aspects of university students’ lives. Consequently, this article recommends that the Government of Lesotho ought to conduct COVID-19 awareness campaigns, addressing not only preventive measures, but issues around stigma and hesitation to get vaccinated. The National University of Lesotho ought to avail free virtual counselling sessions to students in order for them to cope with social experiences emanating from the COVID-19 pandemic. Findings are envisaged to add knowledge to the higher education discourse and to shape higher education policy.