 The coronavirus pandemic has shaken the educational structures globally, leading to the near total closures of schools, universities and colleges. Most governments around the world have temporarily closed educational institutions in an attempt to contain the spread of COVID-19 pandemic. Little less than 2 billion learners are currently affected due to school closures in response to the pandemic. According to UNICEF monitoring, 186 countries are presently applying nationwide closure and 8 are implementing local closures, affecting about 99% of the world's student population. Cambridge International Examination cancelled Cambridge IGE CSC, Cambridge O-Level, Cambridge International AS and A-Level, Cambridge AICE Diploma and Cambridge Pre-U Examination for the months of May-June 2020 series all across the countries. International baccalaureate exams have also been cancelled, which were scheduled to be held between 30th April and 22nd May 2020. Reportedly, this has affected 200,000 students worldwide. School closures have given a big blow not only to the students, teachers and families, but have caused far-reaching economic and societal effects. School closures in response to COVID-19 have highlighted various social and economic issues including student debt, digital learning, food insecurity and homelessness as well as access to childcare, healthcare, housing, internet and disability services. The impact was more severe for disadvantaged and special children and their families causing interrupted learning, compromised nutrition, childcare problems and consequent economic costs to families who could not work. The pandemic has drastically unsettled the higher education sector as well, which is a vital factor of any nation's economic prospects. A large number of Indian students, for instance, next to China, enroll in colleges, universities, overseas, particularly in countries worst affected by the pandemic, the United States, United Kingdom, Australia, China, many and even Europe as a whole. The students have now been prohibited from travelling to these countries. If this position continues in the long term, a drop in the demand for international higher education is expected. UNESCO has recommended that the use of distance learning programs and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education. Many schools have moved to online distance learning via platforms like Zoom, etc. Concerns continue to arise over the impact of this transition on students without access to an internet-enabled device or a stable internet connection. I do not support distance learning at primary, secondary or higher secondary school levels. To effective distance education at that level include problems such as domestic disruptions and erratic technology, inadequate contact with teachers and support services. And so, some students are being expected to participate in distance education without proper training with the tools needed to be productive in the program. The results of a study of Washington State Community College students showed that distance learning students tended to drop out more than often in comparison to their traditional counterparts due to difficulties in language, time management and study skills. A more complicated challenge of distance education attaches with cultural disparities between students and teachers and among students. Distance programs have a tendency to be more varied as they could go beyond the geographical borders of regions, countries and continents and cross the cultural borders that may exist in respect of race, gender and religion. That requires a proper understanding and awareness of the norms, differences, preconceptions and potential conflicting issues. So alongside many other facets of human lives in industrial sectors, education is also heading for evolution and change in the post-pandemic era.