Eğitimin Güçlendirilmesi: Covid-19 Döneminde Aşı Tereddüdünün Ele Alınması

Year 2024, Volume: 8 Issue: 1, 73 - 84, 30.04.2024

Muhammed Tümay

https://doi.org/10.29216/ueip.1414844

Abstract

2019 yılında yeni bir korona virüsün ortaya çıkmasıyla başlayan COVİD-19 salgını, dünya çapında toplumlar üzerinde derin etkiler yarattı. Bununla birlikte, çeşitli aşıların ortaya çıkması, paradoksal olarak halkın güveninin azalmasına yol açarak aşı karşıtlığının artmasına neden oldu. Bu çalışma, aşılama oranlarının artırılmasında, tereddütlerin gidermesinde ve halk sağlığı önlemlerini güçlendirmede eğitimin rolünü belirlemeyi amaçlıyor. Araştırmada, Dünya Bankası tarafından yayınlanan 41 ülkenin yer aldığı “Learning Loss Covid-19” yatay kesit veri setinden yararlanılmıştır. Ayrıca, “Aşılama oranı (kişi başına)” ile “Eğitim Yılı” arasındaki ilişkiyi analiz etmek için iki aşamalı en küçük kareler (2SLS) yöntemini kullanılmıştır. Ampirik bulgular, eğitim düzeyindeki bir yıllık artış, kişi başına uygulanan dozlarda yaklaşık %14'lük bir artışa ve ülkeler genelinde ortalama dozda %23'lük bir artışa yol açmaktadır. Bu nedenle eğitim, aşılama oranlarının güçlendirilmesinde ve artırılmasında önemli bir rol oynamakta ve küresel halk sağlığı çalışmalarında güçlü bir araç olarak önemini ortaya koymaktadır.

Keywords

Sağlık Ekonomisi, Eğitim, IV Tahmin Edicileri, COVİD-19, Aşı Tereddüdü

Ethical Statement

Bu araştırmanın her aşamasında “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi”nde belirtilen tüm kurallara uyulmuştur. Yönergenin “Bilimsel Araştırma ve Yayın Etiğine Aykırı Eylemler” başlığı altında belirtilen eylemlerden hiçbiri gerçekleştirilmemiştir. Bu çalışmanın yazım sürecinde etik kurallarına uygun alıntı yapılmış ve kaynakça oluşturulmuştur. Çalışma intihal denetimine tabi tutulmuştur.

Supporting Institution

Bu araştırmanın hazırlanmasında herhangi bir dış destek alınmamıştır.

Empowering Education: Addressing Vaccination Hesitancy in The Covid-19 Era

Abstract

The COVID-19 pandemic started in 2019 with the emergence of a new coronavirus and has greatly affected societies worldwide. It has led to an increase in mortality rates, disturbed pre-existing health conditions, disrupted educational systems, and reduced global workforce productivity and production. The scientific community has expedited vaccine development to combat the pandemic. However, the emergence of various vaccines has paradoxically resulted in a decline in public confidence, contributing to anti-vaccine sentiments. This study explores the pivotal role of education in fortifying vaccination rates and seeks to identify effective strategies to address hesitancy and strengthen public health measures. This research uses the two-stage least squares (2SLS) methodology to analyze the “Learning Loss Covid-19” cross-sectional dataset, which the World Bank published on January 4, 2023. The investigation focuses on the relationship between “Vaccination rate (per person)” and “Year of Education” across 41 countries. The empirical findings show that education has a significant impact on vaccination rates. An increase of one year in educational attainment leads to an approximate 14% increase in doses administered per person and a substantial 23% surge in the average dosage across nations. Therefore, education plays a crucial role in fortifying and elevating vaccination rates, demonstrating its significance as a potent tool in global public health endeavours.

Keywords

Health Economics, Education, IV Estimators, COVID-19, Vaccination Hesitancy

Ethical Statement

All rules specified in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" have been followed at every stage of this research. None of the actions specified under the title of "Actions Contrary to Scientific Research and Publication Ethics" of the Directive have been carried out. During the writing process of this study, citations were made in accordance with ethical rules, and a bibliography was created. The study was subjected to plagiarism check.

Supporting Institution

This research was prepared without any external support.

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