Impacts of COVID-19 lockdowns on university students’ lifestyles: do age and gender matter?

Abstract

The pandemic has had a significant impact on many aspects of students’ lives, including their lifestyles. This article presents findings from a quantitative survey conducted among 381 university students which aimed to evaluate the effects of COVID-19 lockdowns on the students’ lifestyle choices and examine the relationships between age, gender and related lifestyle characteristics. The results indicated notable changes in university students’ daily routines during the pandemic with heightened engagement in digital activities such as social networking, movie and series watching, and gaming. Their appetites and alcohol consumption increased. Some students experienced physical and psychological exhaustion, loneliness, depression and sleep problems. The research results showed relationships between age and regular engagement in sports, social media usage, movie and series watching, gaming, weight loss, and feelings of loneliness and depression. Despite students’ concerns about being socially isolated, support from their families helped them cope with the challenges brought about by the pandemic. A crucial finding is that most students reported being satisfied with the shift to distance learning, confirming that it could be a viable alternative for education. Enhanced understanding of these relationships is vital for higher education institutions to be able to improve students’ learning satisfaction, well-being and academic performance.

Keywords:

• COVID-19 lockdowns
• distance learning
• higher education institutions
• university students
• lifestyle changes

SUBJECT CLASSIFICATION CODES:

• I12
• I23

REVIEWING EDITOR:

• Stephen Darwin, Universidad Alberto Hurtado, Chile

SUBJECTS:

• European Studies
• Higher Education
• Education - Social Sciences

Introduction

The COVID-19 pandemic left an indelible mark on societies worldwide, necessitating the implementation of stringent national crisis measures that reverberated across all sectors, including education (Akour et al., 2020; Saidi et al., 2021). This disruption affected higher education institutions, prompting them to develop alternative strategies in anticipation of potential closures (Saidi et al., 2021).

The ramifications of COVID-19 extended beyond individual experiences, significantly disrupting global educational systems (Van Lancker & Parolin, 2020). The extraordinary circumstances prompted a critical reassessment of prevailing teaching methodologies (Goncalves et al., 2021). By 18^th March 2020, a total of 107 countries had implemented nationwide school closures in an effort to contain the spread of the virus (Viner et al., 2020). The closure of university campuses forced staff to improvise rapidly and adopt online teaching methods (Bryson & Andres, 2020). Consequently, students across the globe felt the effects of nationwide safety closures during the COVID-19 pandemic, leading to feelings of social isolation, boredom, and economic uncertainty (Fila-Witecka et al., 2021).

Wenger (2020) aptly likened the battle against the COVID-19 pandemic to a race against time, highlighting the importance of international collaboration in addressing this formidable challenge. Beyond education, pandemic preventive measures and ensuing lockdowns precipitated substantial shifts in social norms and lifestyles (Krause et al., 2020; Trevisan et al., 2021). Social isolation emerged as a cornerstone strategy in curbing the virus’s spread, albeit contingent upon widespread participation (Pedersen & Favero, 2020). However, while social isolation may mitigate fatalities, its toll on societal well-being and economic productivity cannot be discounted (Thunström et al., 2020).

Hand hygiene, social distancing, and quarantine emerged as the primary bulwarks against transmission of the disease (Güner et al., 2020; Saez et al., 2020). In response, the government of the Czech Republic imposed numerous restrictions, including the closure of recreational facilities and stringent limits on public gatherings, mirroring actions taken by other countries (Ministry of Health of the Czech Republic, 2023). As a result, social isolation became the new norm, fundamentally altering people’s daily routines and interactions (De Vos, 2020). The resulting decline in social interaction and physical activity posed profound challenges to individual well-being, exacerbating levels of stress and sadness (Bartoszek et al., 2020; Wang et al., 2020). This hardship was particularly acute for young people, including students, who faced unprecedented stressors during the COVID-19 pandemic (Jodczyk et al., 2022).

Even before the onset of the COVID-19 pandemic, university students grappled with heightened psychological distress, underscoring the urgent need for mental health support (Zivin et al., 2009). The transition to online education further exacerbated these challenges, revealing significant disparities in universities’ readiness to undertake such a substantial shift (Budur et al., 2021). Prior to the COVID-19 pandemic, studies by Topal (2016) and Yilmaz (2017) on student satisfaction and motivation with e-learning had already highlighted the crucial role of preparation.

The COVID-19 pandemic catalysed a profound revaluation of the impact of distance learning on students’ psychological well-being, unveiling a pressing and imperative concern (Commodari & La Rosa, 2021). Studies by Bartoszek et al. (2020) and Marek et al. (2021) underscore the heightened stress and workload experienced by students engaged in distance learning, emphasising the significant threat posed by the COVID-19 pandemic to both physical and mental health. Buizza et al. (2022) further corroborate these findings, highlighting the increased stressors faced by university students, potentially amplifying their risk of developing mental disorders. These stressors potentially escalate their vulnerability to mental health disorders, underscoring the far-reaching psychological consequences of the COVID-19 pandemic (Akour et al., 2020). Recognising the urgency of addressing these challenges, it becomes imperative to extend essential support to the youth population (Commodari & La Rosa, 2021). Accordingly, Quintiliani et al. (2022) emphasise the paramount importance of prioritising students’ well-being and safety and call for tailored interventions to mitigate stress and enhance adaptability.

The pervasive stress induced by the COVID-19 pandemic extended beyond academic realms, permeating daily life and disrupting sleep patterns, exacerbating daily stress, worry, and depression (Altena et al., 2020). Such disruptions resonated throughout society, triggering structural changes in habits and lifestyles (Trevisan et al., 2021). Goncalves et al. (2021) observed significant shifts in college students’ behaviours during the COVID-19 pandemic, noting fluctuations in physical activity, sedentary habits, and alcohol consumption. Initially, physical activity surged during lockdowns but waned as sedentary behaviours became more prevalent, coinciding with a notable uptick in alcohol consumption among students. Similarly, Ammar et al. (2020), Bertrand et al. (2021), Jodczyk et al. (2022) and Yilmaz et al. (2020) highlight the susceptibility of university students to unhealthy eating habits, lack of exercise and sedentary lifestyles. They also confirm the stress coping mechanisms mentioned above, while noting a worrisome worsening of these behaviours during the COVID-19 pandemic.

These shifts in behaviour reflect not only societal adaptation to epidemiological conditions but also intricate interactions between biological, socioeconomic, and technological factors, underscoring the multifaceted impact of the pandemic on human behaviour and well-being (Hall et al., 2021).

These studies make it clear that social isolation during the COVID-19 pandemic significantly influenced student behaviour. This phenomenon had both negative and positive impacts. It can be hypothesised that the extent of social isolation among students may have been influenced by the form of education (e.g. pure distance learning, hybrid models) and the communication (educational) tools employed in teaching (such as chats, video conferences, e-mail, social networks, etc.).

Educational processes have been significantly transformed as a result of the COVID-19 pandemic (Tejedor et al., 2021). Khan et al. (2022) emphasise the importance of maintaining students’ motivation to study, a complex element that can be influenced by consistent encouragement from teachers. Regular affirmations of support can foster a positive attitude, especially during challenging times such as pandemic lockdowns when students are adapting to online learning. Teachers must also address students’ concerns and guide them toward opportunities for growth. For the benefit of students’ mental health, it is recommended that the importance of social contact be considered when combining face-to-face with online courses in the future (Elmer et al., 2020).

This article examines the lifestyles of university students during the COVID-19 pandemic and subsequent lockdowns. It aims to evaluate the lifestyles of university students during COVID-19 lockdowns, providing a unique perspective drawn from the students’ own experiences. It also seeks to examine the relationships between age/gender and characteristics related to university students’ lifestyles during COVID-19 lockdowns.

Material and methods

This research used a questionnaire survey designed to evaluate university students’ lifestyle changes during the COVID-19 pandemic and consequent lockdowns. Based on the literature review focusing on similar demographic groups and lifestyle changes during the COVID-19 pandemic, our research aimed to help expand knowledge in this area.

Questionnaire

We designed an online questionnaire containing a total of 32 questions: 6 for identification purposes, 25 closed-ended questions, and 1 open-ended question. The questionnaire was intended to evaluate students’ satisfaction with distance learning and obtain information about students’ lifestyles during the COVID-19 pandemic. The closed-ended questions either contained a set of predefined answers or were based on a Likert rating scale (with the following options: strongly agree, agree, neither agree nor disagree, disagree, and strongly disagree). A pilot sample was employed to test the survey, obtain feedback and refine the content accordingly. The final questionnaire was subsequently distributed. Students were asked to complete the questionnaire immediately after the end of the semester. This process was necessary to ensure response accuracy, as the questions required students’ insight into their experience with distance learning and lifestyle during the COVID-19 pandemic.

Participant

The research was carried out during COVID-19 lockdowns from 09/2020 to 06/2022 - i.e. during the series of COVID-19 pandemic waves. Research participants were selected deliberately (including students who had completed distance learning); students from seven study programmes at the Faculty of Economics and Management of the Czech University of Life Sciences Prague were contacted. The sample consisted of 381 students. The response rate was 26.4%. A total of 101 (26.5%) men and 280 (73.5%) women participated in the questionnaire survey. Students were grouped in the following age groups:18-22 years (98, 25.7%), 23-29 years (184, 48.3%), 30-39 years (38, 10%), 40-49 years (53, 13.9%), and over 50 years (8, 2.1%). 245 (64.3%) of the students were full-time students. 239 (62.7%) of the students studied master’s degree and 333 (87.4%) students held a job concurrently to their studies. The structure of the respondents is shown in Table 1.

Table 1. Structure of respondents.

Gender	Male			Female		Total
	101 (26.5%)			280 (73.5%)		381 (100%)
Age group	18-22 years	23-29 years	30-39 years	40-49 years	Over 49 years	Total
	98 (25.7%)	184 (48.3%)	38 (10%)	53 (13.9%)	8 (2.1%)	381 (100%)
Form of study	Full-time			Distance		Total
	245 (64.3%)			136 (35.7%)		381 (100%)
Study programme	Bachelors degree			Master’s degree		Total
	142 (37.3%)			239 (62.7%)		381 (100%)
Occupation while studying	Yes			No		Total
	333 (87.4%)			48 (12.6%)		381 (100%)

Students were also asked to estimate the percentage of distance learning lectures and seminars they had participated in. Most of the responding students had attended 75-100% of the lectures (267, 70.1%). 71 (18.6%) of the students had attended 50-75% of the lectures, 31 (8.1%) of the students had attended 25-50% of the lectures and 12 (3.1%) of the students had attended only 0-25% of the lectures. Most of the students (307, 80.6%) had also participated in 75-100% of the seminars. Attendance at seminars was higher because seminar attendance was compulsory, while in most cases lecture attendance was voluntary. Initially, lectures and seminars were held only online; later they were changed to a hybrid online and face-to-face format, depending on the number of students (online for classes of more than 60 students). It is noteworthy that only half of the students (181, 47.5%) gave their full attention to self-study of the materials available at Moodle LMS (presentations, supporting materials, links to interesting resources, etc.).

Data analysis

Data from the questionnaire were processed through several consecutive phases. First, the completeness of the submitted questionnaires was checked. Subsequently, the questions were coded. The closed-ended questions were evaluated utilising IBM SPSS Statistics version 28. The data analysis involved univariate analysis and bivariate analysis.

After clarification of the key-dependent and independent variables, we formulated twenty-eight null hypotheses that assume no relationships between age and characteristics related to university students’ lifestyles during COVID-19 lockdowns and also between gender and university students’ lifestyle characteristics during COVID-19 lockdowns. The alternative hypothesis states that a relationship exists between the two variables being studied. The analysis of the influence of age and gender was conducted to comprehend how these factors impact responses to and coping with pandemic restrictions. It is known that age and gender can play a pivotal role in individuals’ perception of and adaptation to stressful circumstances and alterations in routines.

Testing was conducted using Pearson’s chi-square test of independence. The level of significance was set at 0.05. The strength of the relationship was examined using Cramer’s V coefficient with de Vaus’s scale as follows: 0.10-0.29 (low to moderate), 0.30-0.49 (moderate to substantial) and 0.50-0.69 (substantial to very strong) (De Vaus, 2014).

Results

Lifestyles of university students during COVID-19 lockdowns

The research results showed that distance learning during the COVID-19 pandemic suited most students (240, 63%), while 89 (23.4%) students felt that it was a mix of positive and negative experiences, and it did not suit 52 (13.6%) students. In line with the purpose of the research, students were asked about their lifestyle characteristics during COVID-19 lockdowns. These characteristics are shown in relative terms in Table 2.

Table 2. University students’ lifestyles during COVID-19 lockdowns in relative terms.

Characteristics related to the university students’ lifestyles	Yes	No
I followed a healthy lifestyle.	70.9	29.1
I played sports regularly.	55.9	44.1
I increased my appetite.	34.6	65.4
I increased my alcohol consumption.	14.7	85.3
I spent more time on social media.	56.2	43.8
I spent more time watching movies, series etc.	51.7	48.3
I spent more time playing computer games.	13.4	86.6
I gained weight.	33.6	66.4
I lost weight.	24.7	75.3
I felt physically exhausted.	25.2	74.8
I felt mentally exhausted.	46.5	53.5
I felt lonely.	37	63
I suffered from depression.	18.9	81.1
I had sleep problems.	20.2	79.8

The research results showed two positive findings and many negative ones. Most students (270, 70.9%) followed a healthy lifestyle (i.e. getting enough sleep, staying hydrated, engaging in regular physical activity, maintaining healthy eating habits, etc.) during COVID-19 lockdowns. More than half of the students (213, 55.9%) played sports regularly. However, one-third of the students (132, 34.6%) reported an increased appetite. Alcohol consumption rose among roughly one-seventh (56, 14.7%) of the students. More than half of the students spent more time on social media (214, 56.2%) and watching movies and series (187, 51.7%). Roughly one-seventh (51, 13.4%) of the students spent more time playing computer games. The number of students who gained weight (128, 33.6%) was higher than the number of those who lost weight (94, 24.7%). At the same time, a quarter of the students (96, 25.2%) felt physically exhausted, and almost half of the students (177, 46.5%) felt mentally exhausted. More than one-third of the students (141, 37%) felt lonely, almost one-fifth suffered from depression (72, 18.9%) and a similar number had sleep problems (77, 20.2%).

The results indicate that distance learning during the COVID-19 pandemic was generally suitable for a majority of students. The analysis of lifestyle patterns during COVID-19 lockdowns revealed both positive and negative trends. Furthermore, the research shed light on important issues related to students’ mental health. Overall, while some students managed to maintain healthy habits during COVID-19 lockdowns, many faced challenges related to their physical and mental well-being, indicating the need for targeted mental health and well-being interventions as well as support services to address these challenges.

Students were also asked about the main difficulties and concerns they experienced in relation to long-term distance learning. Table 3 lists distance learning difficulties from the students’ perspective.

Table 3. Distance learning difficulties during COVID-19 lockdowns in relative terms.

Distance learning difficulties	Yes	No
Insufficient technical equipment	10.8	89.2
Insufficient work facilities	8.9	91.1
Insufficient IT skills	6.8	93.2
Lack of learning materials	13.4	86.6
Lots of different online tools/apps in use	32.5	67.5
Insufficient feedback from teachers	28.6	71.4
Lack of motivation to study	27.6	72.4
Lack of family support	6.6	93.4
A high workload at a job	22.3	77.7
Educating family members (children, siblings)	9	94

Surprisingly, students did not encounter any significant difficulties as a result of insufficient technical equipment, work facilities or IT skills. A positive finding is also the fact that students felt supported by their families. On the other hand, students experienced difficulties, particularly in the fragmentation of learning into lots of different online tools and applications (124, 32.5%), insufficient feedback from teachers (109, 28.6%), lack of motivation to study (105, 27.6%), and a high workload at their jobs (85, 22.3%).

Students were most concerned that long-time distance learning may lead to the following negative consequences: social isolation (275, 72.2%), misunderstanding of the topics discussed (151, 39.6%), unpreparedness for the state final exam (150, 39.4%), loss of motivation (108, 28.3%), missing knowledge and skills (99, 26%), exhaustion (84, 22%) and overload (51, 13.4%). Only 38 students (10%) expressed concerns about deteriorating health, while 26 students (6.8%) were worried about a decline in grade point average and 18 students (4.7%) were concerned about negative impacts on familial relationships. A third of the students had no concerns about the negative consequences of long-term distance learning, which confirms the finding that most students were satisfied with distance learning (240, 63%). The aforementioned results highlight the importance of addressing issues such as learning fragmentation, helping students stay motivated, and managing the workload to enhance their academic performance and well-being in distance learning environments.

The impact of age and gender on university students’ lifestyles during COVID-19 lockdowns

The relationships between age/gender and characteristics related to university students’ lifestyles during COVID-19 lockdowns are examined below. The relationships between age and characteristics related to university students’ lifestyles during COVID-19 lockdowns and also between gender and university students’ lifestyle characteristics during COVID-19 lockdowns are examined below. The results of Pearson’s chi-square test of independence are shown in Table 4.

Table 4. Pearson’s chi-square test of independence.

Variables
No	Characteristics related to the university students’ lifestyle	Age	Gender
H01-H02	I followed a healthy lifestyle.	0.704	0.382
H03-H04	I played sports regularly.	0.028	0.553
	Cramer’s V	0.155 low	–
H05-H06	I increased my appetite.	0.200	0.465
H07-H08	I increased my alcohol consumption.	0.661	0.960
H09-H010	I spent more time on social media.	< 0.001	0.686
	Cramer’s V	0.245 moderate	–
H011-H012	I spent more time watching movies, series etc.	< 0.001	0.093
	Cramer’s V	0.246 moderate	–
H013-H014	I spent more time playing computer games.	0.004	<0.001
	Cramer’s V	0.187 low	0.270 moderate
H015-H016	I gained weight.	0.220	0.793
H017-H018	I lost weight.	0.001	0.771
	Cramer’s V	0.210 low	–
H019-H020	I felt physically exhausted.	0.912	0.085
H021-H022	I felt mentally exhausted.	0.642	0.361
H023-H024	I felt lonely.	< 0.001	0.417
	Cramer’s V	0.222 low	–
H025-H026	I suffered from depression.	0.001	0.787
	Cramer’s V	0.210 low	–
H027-H028	I had sleep problems.	0,089	0.106

Pearson’s chi-square test of independence showed that there were relationships between:

1. age and regular engagement in sports during COVID-19 lockdowns (p = 0.028, Cramer’s V = 0.155; the age category 30-39 years had the highest number of students regularly playing sports, followed by the age category 20-29 years, while the age categories 40-49 years and 18-22 years had the lowest numbers);

2. age and increased social media usage during COVID-19 lockdowns (p < 0.001, Cramer’s V = 0.245; younger students spent more time on social media than older students);

3. age and increased movie and series watching during COVID-19 lockdowns (p < 0.001, Cramer’s V = 0.246; younger students spent more time watching movies, series, etc. than older students);

4. age and increased gaming during COVID-19 lockdowns (p = 0.004, Cramer’s V = 0.187; younger students spent more time playing computer games than older students);

5. age and weight loss during COVID-19 lockdowns (p < 0.001, Cramer’s V = 0.210; younger students lost more weight than older students);

6. age and feelings of loneliness during COVID-19 lockdowns (p < 0.001, Cramer’s V = 0.222; younger students felt lonelier than older students);

7. age and feelings of depression during COVID-19 lockdowns (p = 0.001, Cramer’s V = 0.210; younger students felt more depressed than older students);

8. gender and increased gaming during COVID-19 lockdowns (p < 0.001, Cramer’s V = 0.270; men spent more time playing computer games than women).

Based on these results, twenty hypotheses were not rejected at the α = 0.05 level of significance. Eight hypotheses were rejected. There were relationships between age and playing sports regularly; spending more time on social media; watching movies, series, etc.; playing computer games; losing weight; and feeling lonely and depressed during COVID-19 lockdowns. There was also a relationship between gender and spending more time playing computer games during COVID-19 lockdowns. The strengths of the relationships were low and moderate (see Table 4).

The research revealed some interesting findings:

1. There was no relationship between age/gender and maintaining a healthy lifestyle during COVID-19 lockdowns (H₀1, H₀2). An equal number of women and men, and students in all age categories, sought to maintain a healthy lifestyle.

2. There was no relationship between gender and regular engagement in sports during COVID-19 lockdowns (H₀4). Both women and men played sports regularly.

3. There was no relationship between age/gender and increased appetite during COVID-19 lockdowns (H₀5, H₀6). There was also no relationship between age/gender and increased alcohol consumption during COVID-19 lockdowns (H₀7, H₀8). This implies that neither age nor gender had any impact on increased appetite or alcohol consumption during COVID-19 lockdowns. Women and men and students in all age categories had similar appetites and inclinations to drink alcohol.

4. Further, there was no relationship between gender and increased social media usage during COVID-19 lockdowns (H₀10). There was also no relationship between gender and spending more time watching movies, series, etc. (H₀12). This means that gender had no impact on spending more time on social media or watching movies, series, etc. during COVID-19 lockdowns.

5. There was no relationship between age/gender and weight gain during COVID-19 lockdowns (H₀15, H₀16). There was also no relationship between gender and weight loss during COVID-19 lockdowns (H₀18). Neither age nor gender had any impact on weight gain during COVID-19 lockdowns. Additionally, gender had no impact on weight loss.

6. There was no relationship between age/gender and physical or mental exhaustion during COVID-19 lockdowns (H₀19-H₀22). Neither age nor gender had any impact on physical or mental exhaustion during COVID-19 lockdowns. Similar levels of exhaustion were reported by women and men as well as students in all age categories.

7. There was no relationship between gender and feelings of loneliness during COVID-19 lockdowns (H₀24). Similar levels of loneliness were reported by women and men.

8. Nor was there any relationship between gender and feelings of depression during COVID-19 lockdowns (H₀26). There were equal levels of depression among women and men.

9. And finally, there was no relationship between age/gender and sleep problems during COVID-19 lockdowns (H₀27, H₀28). Women and men and students in all age categories had similar levels of sleep problems.

These findings provide interesting insights into how age and gender influence lifestyles during challenging crises such as the COVID-19 pandemic. This suggests that age and gender can play a key role in shaping lifestyle behaviour during a pandemic and underscores the complexity of the relationships between age/gender and lifestyle, highlighting the importance of delving deeper into understanding contextual and individual factors. This is consistent with the findings of Buizza et al. (2022), who also emphasise the need for longitudinal studies to comprehensively grasp the impacts of the COVID-19 pandemic on students’ mental health and lifestyles.

Discussion

The COVID-19 pandemic has undeniably catalysed significant personal and societal changes globally, profoundly affecting various aspects of life (Kim & Crimmins, 2020; Kumar et al., 2021; Panarese & Azzarita, 2021). These impacts have necessitated substantial modifications in daily routines and lifestyles (Musa et al., 2023), affecting students’ quality of life, happiness, and stress levels during lockdowns (Dragun et al., 2020; Greyling et al., 2021). Amidst the negative impacts, the COVID-19 pandemic also brought about certain positive changes. As noted by Kapasia et al. (2020), the adoption of online learning strategies resulted in enhanced learning efficiency and performance. Our own research similarly revealed positive impacts. A majority of students embraced a healthier lifestyle during the COVID-19 pandemic, including getting adequate sleep, staying hydrated, engaging in regular physical activity, maintaining healthy eating habits, etc. These findings resonate with those of Pišot et al. (2020), who also observed longer sleeping times, increased physical activity, and healthier eating habits among respondents. Additionally, Jalal et al. (2021) found a decrease in stress levels and a significant improvement in sleep quality among students. Overall, our results suggest that many students were satisfied with distance learning during COVID-19 lockdowns, with a notable portion expressing no concerns about its long-term consequences, as confirmed by Baceviciene and Jankauskiene (2021). However, Romero-Blanco et al. (2020) underscore the importance of recognising that while there are positive results in terms of physical activity, the rising sedentary behaviour observed in this population may lead to health problems in the future.

COVID-19 lockdowns also had several negative impacts. Reports indicate concerns regarding inadequate dietary intake, high alcohol consumption, low physical activity, and increased sedentary behaviour among university students (Bertrand et al., 2021; Goncalves et al., 2021). Weight fluctuations and changes in eating habits were widespread, with a significant number of students reporting either weight gain or loss (Jalal et al., 2021; Tsurugano et al., 2021). Moreover, the COVID-19 pandemic exacerbated mental health issues such as anxiety, depression, loneliness, and insomnia among students (Buizza et al., 2022; Riboldi et al., 2023; Scotta et al., 2022).

Researchers have documented an increase in alcohol consumption during the COVID-19 pandemic, especially among students experiencing depressive and anxious symptoms (Jodczyk et al., 2022; Lechner et al., 2020). This conclusion is supported by our research findings. Despite the common association of university life with alcohol use, some studies have reported a reduction in drinking among students during the COVID-19 pandemic (White et al., 2020). However, this change varied based on students’ living arrangements, with those moving away from peers back to parents showing more significant drinking reductions than those who did not modify their living arrangements (White et al., 2020), and the role of peer support (Lechner et al., 2020). Despite the negative impact of the COVID-19 pandemic on the mental health of university students, with documented increases in alcohol consumption (Lechner et al., 2020) and increased levels confirmed by Goncalves et al. (2021), no significant changes in the use of psychoactive substances were observed (Jodczyk et al., 2022). Recognising these challenges, higher education institutions must prioritise supporting students and implementing strategies to mitigate risk factors.

During the COVID-19 pandemic, online social networks emerged as alternatives to traditional social interactions, resulting in increased screen time and changes in media consumption habits among students (Trevisan et al., 2021; Pišot et al., 2020). Our research findings align with this trend, indicating that students during COVID-19 lockdowns frequently turned to social media and passive entertainment like movies and series, which overshadowed the popularity of computer games. Pišot et al. (2020) further explored the fundamental aspects of maintaining daily routines during the COVID-19 pandemic, uncovering longer screen times and reduced physical activity among individuals, which aligns with our findings. Additionally, research by Cellini et al. (2020) highlighted shifts in sleep behaviour during the COVID-19 pandemic. This finding underscores the negative impacts of excessive screen time, particularly on sleep health. Moreover, Krause et al. (2020) emphasised the adverse effects of prolonged engagement with TV, movies, and series on life satisfaction, suggesting a link between media consumption and overall well-being during crises. Additionally, Kilius et al. (2021) revealed gender disparities in the content of students’ dreams during COVID-19 lockdowns. Women were found to experience more nightmares and dreams featuring aggressive interactions, including increased physical aggression, compared to men. These insights collectively emphasise the need for awareness and moderation in digital media usage, especially during challenging times such as the COVID-19 pandemic.

Anxiety and depression are the most prevalent mental health illnesses among university students, who are particularly prone to them than other populations (Fila-Witecka et al., 2021; Riboldi et al., 2023). Buizza et al. (2022) synthesised data from 17 longitudinal studies, revealing, among other findings, an increase in anxiety and mental disorders. The COVID-19 pandemic also exacerbated feelings of despair, loneliness, and fatigue (Bartoszek et al., 2020). Altena et al. (2020) highlighted disruptions in sleep patterns and emotional well-being due to heightened stress levels.

Symptoms of anxiety, depression, and insomnia were compounded by social isolation and the requirements of distance learning (Riboldi et al., 2023; Scotta et al., 2022). Moreover, prolonged university closures further intensified these challenges (Amerio et al., 2021). Simultaneously, the well-being of students during crises emerges as pivotal for distance e-learning ergonomics (Ayyildiz et al., 2021). Thus, mental health interventions are required to mitigate the adverse psychological impacts of pandemics on university students.

Results from various research studies indicate the multifaceted challenges students face during distance learning. Technical problems, such as hardware and software and poor internet connectivity, were reported as significant obstacles by some researchers (Al-Salman & Haider, 2021; Mintii et al., 2021; Nikolopoulou, 2022). Additionally, Alqudah et al. (2021) pinpointed inadequate home learning environments and a lack of motivation. Despite these challenges, our research revealed a positive outcome: our students did not report significant IT problems, highlighting their proficiency with technological tools and IT capabilities. However, they also expressed concern about a loss of motivation.

Villarreal et al. (2021) emphasise the important role of family support in distance learning, a finding corroborated by our results. Külekçi and Yıldırım (2023) discovered varying perceptions among respondents regarding staying at home, with some feeling supported while others faced challenges such as a lack of privacy and increased household responsibilities, particularly among women. This lack of privacy was positively associated with depression and anxiety, with a stronger impact observed among men than women (Amerio et al., 2021).

Our results showed relationships between age and some university students’ lifestyle characteristics during COVID-19 lockdowns including regular engagement in sports, social media usage, movie and series watching, gaming, weight changes and feelings of loneliness and depression. Notably, age influenced these characteristics, with the highest proportion of students regularly playing sports observed in the 30-39 age group, followed by the 20-29 age group, and the lowest in the 40-49 and 18-22 age groups. Younger students tended to spend more time on social media, watching movies and series, and playing computer games. They also experienced more pronounced weight loss alongside heightened feelings of loneliness and depression compared to older students. These findings align with Panarese and Azzarita (2021) research, which emphasised the pronounced impact of COVID-19 restrictions on young people, who are more socially sensitive. Additionally, Kim and Crimmins (2020) highlighted age-related differences in behavioural reactions to COVID-19, underscoring that behavioural responses and changes over time differed by age, type of behaviour and time reference.

On the other hand, the impact of gender was observed in only one case. Men spent more time playing computer games than women. The relationship of gender to physical activity and sedentary activities was also examined by Romero-Blanco et al. (2020). No changes in physical activity were found in men but women showed significant differences in the average number of minutes spent engaging in physical activity. According to Amerio et al. (2021), women exhibited higher levels of depressive symptoms, anxiety, insomnia, and impulsivity than men during university closures and social distancing measures imposed due to the COVID-19 pandemic. However, among men, a stronger positive association was found between poor housing quality and depressive symptoms and impulsivity, and a decline in work performance was positively associated with depressive and anxiety symptoms. This differentiation underscores the need for gender-specific interventions to support mental health.

Similarly to most research, our results were limited by the sample selection. While the sample is suitable for data mining and allowed us to obtain significant results about the relationships between age/gender and characteristics related to university students’ lifestyles during COVID-19 lockdowns, the conclusions cannot be generalised to all university students in the population. As emphasised by De Vaus (2014), descriptive statistics play a pivotal role by aiding in the interpretation of data. According to De Vaus (2014), researchers may not always prioritise obtaining a representative sample when they are, for example, interested in obtaining an idea of the range of responses or ideas among people. Another potential limitation lies in the interpretation of the correlation coefficient. To avoid subjective conclusions, we employed a recommended scale (De Vaus, 2014) commonly utilised in similar research for interpretation.

Overall, this research highlights the impact of COVID-19 lockdowns on university students’ lifestyles. It underscores the need for deeper exploration of factors influencing students’ motivation, as dwindling motivation amidst pandemic challenges can have negative implications for academic performance and mental well-being. Therefore, future research efforts should prioritise exploration of these factors to inform targeted interventions and support mechanisms tailored to students’ evolving needs in the post-pandemic environment.

Conclusion

During the COVID-19 pandemic, higher education institutions had to quickly adapt to the need for reduced physical contact between students and teachers while maintaining the continuity of education. Due to the risks associated with physical encounters, higher education institutions were thus compelled to swiftly transition to alternative forms of learning that were unprecedented in scale. Distance learning became one of the key worldwide topics during this time.

Our research revealed that distance learning during the COVID-19 pandemic was suitable for most of our student respondents. The majority maintained a healthy lifestyle and engaged in sports regularly. Additionally, students felt supported by their families. However, one-third reported an increase in appetite, and roughly a seventh increased their alcohol consumption. Moreover, students spent more time on social media and watching movies and series. Weight gain was more prevalent than weight loss among students, and many experienced mental exhaustion, with feelings of loneliness, depression, and sleep disturbances. Students did not notice any significant complications caused by insufficient technical equipment, work facilities or IT skills. The main problems were the fragmentation of learning into many different online tools and applications, insufficient feedback from teachers, a lack of motivation to study, and a high workload at their jobs. Concerns among students centred on the potential long-term consequences of distance learning, such as social isolation, misunderstanding of topics, unpreparedness for final exams, loss of motivation, and skills and knowledge gaps, exhaustion and overload. However, a third of students expressed no apprehensions about the negative consequences of long-term distance learning, indicating overall satisfaction with distance learning.

The COVID-19 pandemic has profoundly impacted our lifestyles. Distance learning has emerged as a necessary solution and a new norm. In hindsight, it is evident that distance learning has its advantages and disadvantages. Looking ahead, if the challenges faced by the COVID-19 pandemic are thoroughly explored and transformed into opportunities, online learning will be more sustainable and learning activities will become more hybrid (Adedoyin & Soykan, 2020). The need for further research, investment and innovation in IT infrastructure and online learning tools has become evident. According to Commodari and La Rosa (2021), the implications of these new distance learning modes must be addressed immediately, while further efforts should be made to develop strategies that motivate students to adopt a healthy lifestyle overall (Romero-Blanco et al., 2020).

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data supporting this research’s findings are available from the corresponding author upon request.

Additional information

Notes on contributors

Monika Jadrná

Monika Jadrná received her PhD from the Czech University of Life Sciences Prague and an MBA from the Institute of Forensic | Security Studies and Management. Currently, she is an assistant professor at the Department of Management and Marketing at the Czech University of Life Sciences Prague. The main areas of her research cover education and management. The results of her research are regularly published in scientific journals.

Martina Fejfarová

Martina Fejfarová holds an MSc in Economics and Management and a PhD in Management from the Czech University of Life Sciences Prague. She has worked as an associate professor at the Management Department of the University of Economics and Management Prague. As a principal researcher, she has participated in several grant projects. The main areas of her research cover education, human resource management, and crisis management. The results of her research are regularly published in scientific journals.

Jiří Fejfar

Jiří Fejfar holds a PhD in Systems Engineering from the Czech University of Life Sciences Prague. He has been working at the same institution since 2008, currently as an assistant professor. He is a (co)author of 30 research papers and has participated in a number of international projects, both research-oriented and focused on education. His research interests include education, decision-making analysis, project management, and logistics. He is the main editor of the Efficiency and Responsibility in Education conference and the main editor of the Efficiency and Responsibility in Education and Science Journal.