One of the most important issues facing education today is how it will be able to adapt to the new data that have emerged from the pandemic. Many of the problems that have been created are directly related to education and especially to children who have lost at least 2 years of creation and real education in school. With the children, the educational system of all the countries, which was supported by the teachers and the teachers, found itself in a gap that the educational community had to manage most effectively. The teachers realized the gap very quickly and immediately used all the tools in the best way. So the students did not lose essential things but they lost their real contact with the school and their classmates. A great distance was also created between the teachers and teachers who have an important role to be close to the children and next to their path in knowledge. Although accuracy in the goal does not play such an important role in cases like the one found in the educational community and student communities around the world, it is important to understand the density of problems and the essence of the new era in education. The importance lies not only in the results but also in the emo
tional form of change that the new era has left behind. The students may have taken a few lessons or a few more classes, but for these two years at least we can say that they were like a group of children more isolated who, although they were on the child’s pleasure and liveliness, were excluded from giving all the best free themselves. Although the curricula in all countries seem to have gone well and according to the curriculum set by each school in each country the children may have learned a few more things from mathematics to physics, language, chemistry, and literature, but not they were able to be liberated through the new knowledge and therefore we could say that probably a lot of what was taught may not have been so substantial. We know very well that the essence of knowledge is not only in transmission or simple learning but in the development of a greater cerebral and cooperative relationship with the environment and other human beings or classmates. The same can be said for teachers. So although the presentation of new knowledge may have been important the capture, assimilation and application probably do not seem to have been so effective. It is therefore necessary to realize that knowledge does not 
make sense for someone who can not apply it or discuss it and use it in their social collaborations. So the fact that we have reached a better level by keeping the essence of the curriculum in a classroom for students does not mean many things but much more can mean for students their emotional balance and sociability that were probably quite lacking during quarantine. So we should probably be prepared for a more effective pro
gram in each such case in the future where we will be able to help our local students through a comprehensive support program with actions and participatory processes that will first help the emotional world of children working in a more complete program related to the number of 
lessons in a school. Thus the knowledge will be placed in the right way in the right places during the crisis and the students will have the opportunity to receive it with greater pleasure. When students are happy the whole educational community has succeeded even the students’ families but much more the education system itself can gain better flexibility by introducing important objects and ideas to learning.
 The presence of the coronary artery and the existence of the pandemic about the educational environment and the educational process, in general, was a stage of discontinuous inductive action between students and teachers who were found to support each other in an environment that was 
often more foreign than data of a regular school. So the students and teachers went through the barrier of a virtual school which in the advanced and richer countries did not seem to leave any real problems but in the poorer countries, this became more noticeable because in these countries the students maintain a very substantial and most important relationship  with the school if it is the criterion of their transition to a society of knowledge and information and the cultural and economic recovery of their country. The school is not only the core of knowledge but also the place where the bonds of societies are created and the development of 
the culture of cooperation and progress, self-development, and interaction between all the people involved in education. It is the basis for creating an integral and creative character is the basis for creating a proper and creative family, a community of a village, a city, and an entire country. The importance of education lies in its application to those who will receive the knowledge, ie the students, but also to those who will have the great honor to transmit it. The pandemic changed the criteria by which education and planning have traditionally operated. This discontinuity is created by a small or other large gap depending on which country the crisis refers to each time. But it also created new tactics and actions that we must record and correlate with each of their applications to get the best result for the whole education. It is a database that we all have in mind or have recorded with data for a restart of education that will be the beginning of a new course by introducing new data and perspectives. It is, therefore, necessary to create a substantial educational framework to support the weakest and developing countries to help students in possible periods of similar situations such as the one that humanity has gone through in the last three years and to help and support the future of humanity that is children and students with the support of teachers and educators.