Adult Education and Empathy

Abstract

Post COVID-19, the world experiences tension politically, socially, and educationally. COVID-19 brought a new world reality. This integrative literature review addressed how encouraging empathetic classroom activities boosts students' empathetic use in their community; how institutional empathetic communication post COVID-19 enhances students' abilities to meet educational challenges by fostering those learners' resilience due to the expansion of mutual care; how engaging learners academically, interculturally, mentally, and emotionally requires new development in institutional communicative approaches; how institutional practice and activities should embrace collaborative learning through well-designed activities; and how interpersonal perceptions shape institutional empathy practices. Therefore, infusing empathetic leadership develops a sense of belonging and profound trust in the community. Additionally, the review provides some researched pedagogical practices to spur empathy in educational environments, which support learners' academic competencies.