Remote Learning and Academic Performance of High School Students in Lebanon During the COVID-19 Pandemic: A Systematic Review

Abstract

The COVID-19 pandemic caused unprecedented disruptions to education worldwide, prompting a rapid shift to remote and hybrid learning. In Lebanon, these changes occurred amid economic, infrastructural, and political challenges, raising concerns about high school students’ academic performance. This systematic literature review examines the effects of remote learning during and after the pandemic on Lebanese high school students, identifies key challenges, and offers evidence-based recommendations. Studies published between 2021 and 2025 were analyzed using a narrative synthesis to account for methodological and contextual differences. Findings indicate that remote and hybrid learning largely negatively affected academic performance, with declines in GPA, subject grades, exam scores, curriculum coverage, engagement, and perceived achievement. Students in public schools, low-income households, and those with special educational needs were disproportionately affected. Key barriers included poor internet connectivity, electricity cuts, lack of devices, limited digital literacy, reduced teacher interaction, insufficient training, low motivation, and household distractions. The review highlights the compounded academic, social, and psychological losses experienced by vulnerable students and underscores the need for targeted interventions. Implications for research, educational practice, and policy are discussed, alongside recommendations for future studies.