Abstract
The present research examined students' responses to the post-pandemic instructional world. The participants were women of society transitioning from a patriarchal order to one fostering gender equity in education and employment. At the end of the first semester, which highlighted their return to campus, students completed a questionnaire on their self-efficacy and a questionnaire on their responses to the post-pandemic learning environment as compared to the pandemic one. Students' self-management of motivation, effort, time, self-regulation of attention, and time and effort investment revealed three kinds of responses to change: adaptation, maintenance, and surrender. Responses varied with self-efficacy. These multidimensional patterns were interpreted to discover how best to provide support services in the post-pandemic ecosystem.