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Payal Verma
Independent Researcher
Delhi, India
Abstract
The COVID-19 pandemic precipitated unprecedented disruptions in education, leading to significant learning loss among primary school students worldwide. This manuscript examines recovery strategies implemented between 2021 and 2025 to mitigate learning deficits in core literacy and numeracy skills. Drawing upon global case studies, quasi-experimental evaluations, and stakeholder surveys, we analyze targeted interventions—such as accelerated learning programs, blended remediation, peer-assisted learning, and technology-enhanced instruction—to determine their efficacy. The study employs a mixed-methods design, incorporating standardized test score comparisons, classroom observations, and teacher and student interviews across diverse socio-economic contexts. Results indicate that multi-tiered support models and data-driven instructional adaptations yield the most substantial gains, particularly when coupled with community and parental engagement. Educational implications underscore the need for sustained professional development, equitable resource allocation, and policy frameworks that embed recovery strategies into standard curricula. Recommendations for practitioners and policymakers are provided to inform scalable, contextually responsive approaches toward enduring educational resilience.
Keywords
Learning Loss, Recovery Strategies, Primary Education, COVID-19, Pedagogical Interventions
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