Introduction: Undergraduate students are at a high risk for food insecurity and knowledge on relevant coping strategies is the key issue in dealing with food insecurity. Therefore, this study is aimed at determining the food insecurity status, coping strategies, and the factors associated with food insecurity and coping strategies during the COVID-19 pandemic. Methods: This cross-sectional study involved 383 undergraduate students from health-related courses at the International Islamic University Malaysia Kuantan campus. The participants were selected by convenience sampling. The instrument used for data collection was a self-administered questionnaire consisting of three parts: socio-demographic background, food insecurity, and coping strategies. The data were analysed as descriptive and inferential analyses, such as Chi-Square, Mann-Whitney, and Kruskal-Wallis. Results: It was found that 21.41% of the participants reported experiencing food insecurity. There were significant associations between parents’ income (p<0.001), financial status (p<0.001), academic performance (p = 0.04) and working part-time (p = 0.01) with food insecurity. It was also discovered that there were significant associations between working part-time (p<0.001), faculty of study (p<0.001), academic year (p<0.001), financial status (p<0.001), academic cumulative grade point average (CGPA) (p<0.001) and monthly expenses (p = 0.01) with Malaysian Coping Strategies Instruments (MCSI) score. A significant association between food insecurity and MCSI score (p<0.001) was also found in this study. Conclusion: The prevalence of food insecurity was consistent with previous studies, which is considered high in Malaysia. The findings could assist university authorities to identify the characteristics of the students that are related to food insecurity.

Objectives: With the sudden global shift to online learning modalities, this study aimed to understand the unique challenges and experiences of emergency remote teaching (ERT) in nursing education. Methods: We conducted a comprehensive online international cross-sectional survey to capture the current state and firsthand experiences of ERT in the nursing discipline. Our analytical methods included a combination of traditional statistical analysis, advanced natural language processing techniques, latent Dirichlet allocation using Python, and a thorough qualitative assessment of feedback from open-ended questions. Results: We received responses from 328 nursing educators from 18 different countries. The data revealed generally positive satisfaction levels, strong technological self-efficacy, and significant support from their institutions. Notably, the characteristics of professors, such as age (p = 0.02) and position (p = 0.03), influenced satisfaction levels. The ERT experience varied significantly by country, as evidenced by satisfaction (p = 0.05), delivery (p = 0.001), teacher-student interaction (p = 0.04), and willingness to use ERT in the future (p = 0.04). However, concerns were raised about the depth of content, the transition to online delivery, teacher-student interaction, and the technology gap. Conclusions Our findings can help advance nursing education. Nevertheless, collaborative efforts from all stakeholders are essential to address current challenges, achieve digital equity, and develop a standardized curriculum for nursing education.