Gendered Labor and Learning

A Systematic Review of Parental Homeschooling Experiences in Egypt during the COVID-19 Pandemic

Abstract

The COVID-19 pandemic and subsequent school closures in Egypt precipitated an unplanned shift to homeschooling, placing unprecedented demands on families. This systematic literature review investigates the gendered division of labor in homeschooling during the lockdowns, a critical yet underexplored area within the Egyptian educational landscape. Adhering to the PRISMA guidelines, this review systematically identified and synthesized qualitative and quantitative studies published between 2020 and 2024. The analysis reveals that Egyptian mothers overwhelmingly bore the primary responsibility for facilitating their children's remote learning, irrespective of their own employment status. This intensified care and educational labor, conceptualized as a "double shift," led to significant psychological strain and compromised personal and professional well-being for women. Conversely, while some fathers increased their involvement in general childcare, their role in direct academic instruction remained largely peripheral. These findings underscore how the pandemic reinforced pre-existing patriarchal norms, transforming the home into a site of gendered educational labor. The study concludes that the Egyptian experience highlights a critical need for gender-sensitive educational policies in Africa that support equitable parental partnerships in learning. It calls for a post-pandemic research agenda that prioritizes the long-term impact of such gendered burdens on women's economic participation and educational outcomes across the continent.