Objectives:
The aim of this article is to analyze the long-term changes in students' quality of life during and after the COVID-19 pandemic, in the areas of remote education, emotions, and daily activities.

Material and methods:
To measure quality of life, the World Health Organization Quality of Life (WHOQOL-BREF) instrument was used. The SZE-13 Scale was applied to assess students’ attitudes toward remote education, and the EiCz Scale (developed by M. Czechowska-Bieluga, A. Lewicka-Zelent, and B. Bilewicz) was used to measure experienced emotions and daily functioning. The study included 680 students.

Results:
Findings showed that during the pandemic, students were inclined to evaluate remote education as effective. Emotional changes were complex: students experienced strong concerns about the future and health during the pandemic, while after its conclusion, different challenges emerged—such as anxiety and depression—but there was also an increase in satisfaction with personal life. Magnificat differences were observed in the area of low mood, which may suggest that the psychosocial effects of the pandemic are long-lasting and still persist.

Conclusions:
The study results indicate that although three years have passed since the COVID-19 pandemic, and students reported improvements in their physical health, no significant improvement was observed in other areas such as psychological well-being or social relationships. This may suggest that the crisis triggered by the pandemic continues to affect their mental and social functioning, despite the passage of time.