The COVID-19 pandemic (in conjunction with the Black Lives Matter Movement) exposed pervasive inequities, challenges, and opportunities to explore and implement "best" pedagogical practices to improve how we address social justice issues. Moreover, the COVID-19 pandemic intensified intergenerational gaps for the already vulnerable,…

For the second time in less than a year, the COVID-19 pandemic has forced schools to close for most children, with the majority of children once again learning remotely. During the first lockdown, research from the Sutton Trust found that children's experiences of remote learning varied substantially across different socio-economic backgrounds.…

The outbreak of the Corona-virus created a global health crisis which has affected educational systems globally, resulting in near-total closures of schools with far reaching economic and social consequences. Countries adopted different strategies to ensure learning was sustained using digital technologies. However, the majority of children in…

The COVID-19 pandemic caused a near-total shutdown of the U.S. school system, forcing more than 55 million students to transition to home-based remote learning practically overnight. In most cases, that meant logging in to online classes and accessing lessons and assignments through a home internet connection. Sadly, that was not an option for…

During the first four weeks of the COVID-19 lockdown, African countries recognized that the COVID-19 pandemic would be one of the biggest disasters the continent has faced in recent times. The effects of the virus were being felt at unprecedented levels and like all nations in the world, countries in the Southern African Customs Union (SACU) were…

Emergencies can cause disruption to education. This study is unique in providing the first empirical systematic review on teacher support for Emergency Remote Education (ERE) from 2010 to 2020. A total of 57 studies emerged from the PRISMA search. This mixed-method study used deductive and inductive iterative methods to examine the data. The data…

Due to the COVID-19 pandemic, all Rwandan schools were closed in March 2020; they started to reopen in November 2020. To understand the Rwandan schools' level of preparedness to teach remotely during this unprecedented emergency, and for the eventual return to school, we conducted phone surveys with school leaders and teachers in 298 secondary…

The unexpected advent of a global pandemic and, in the UK, as part of the government response to control the spread of the virus, the closure of schools with just 48 hours' notice, meant many English teachers were faced with entirely new pedagogical, curricular and technological demands. This article reflects on the experiences of five English…

The practice of the online learning system in Algeria is novel. However, with the spread of COVID 19, Algerian universities have been compelled to undertake remote and digital teaching. The University of Dr. MoulayTahar in Saida has arbitrarily hastened in implementing E-learning as an alternative teaching measure to maintain both positive…

In the context of the COVID-19 pandemic, which disrupted face-to-face teaching globally, educational institutions in Bangladesh adopted online instruction as the best available alternative. Since teachers and students were not quite familiar with remote teaching, it was deemed necessary to gauge their level of preparedness for online instruction.…

Since mid-March 2020, educational systems worldwide and particularly Ghana were under increasing pressure to use the new Digital Technologies (DTs) and mobile applications (apps) to assist teachers in guiding students to continue with online learning activities due to the COVID-19 pandemic. The study is aimed at assessing the utilization of DTs…

The ability to use educational technologies in distance education is very important during the COVID pandemic process. The aim of this study is to determine the competencies and needs of science teachers in using technology in the COVID-19 pandemic distance education process. The research was carried out with phenomenology techniques, one of the…

The COVID-19 global pandemic resulted in the cancellation of face-to-face classes in Mexico, as it did across the world. This paper focuses on the experiences of 75 rural teachers in Mexico, who represent a minority in a country where approximately 80% of the population lives in urban areas. An online survey was administered to participants, who…

Comprised of four sections, Overall Developments, Corporate Training and Development, Higher Education, and K-12 Education, this chapter synthesizes the findings of major annual reports, including the Association for Talent Development's "2019 State of the Industry" (Ho, M. 2019 state of the industry: Talent development benchmarks and…

In spring 2020, the Association on Higher Education And Disability (AHEAD) reported on the perspectives of higher education professionals at the onset of the pandemic. In the early days of rapid transition to remote instruction and student services, professionals who work with disabled students reported widespread barriers to access that exceeded…