The COVID-19 lockdown in the UK during the spring of 2020 led to the closure of schools and school premises to most students, including complementary school pupils; yet while the lockdown in autumn 2020 allowed state schools to remain open, Polish complementary schools found themselves in an ambiguous position. This paper explores the experiences…

Since the beginning of the COVID-19 outbreak in Spring 2020, universities around the world have quickly adopted online teaching as an emergency measure. Informed by activity theory, the present qualitative case study aims to better understand the nature of the rapid institutional transition and its impact on academics' pedagogical experiences…

Based on in-depth interviews, surveys and autoethnography we explore ways in which staff responded to the COVID-19 pandemic in three Higher Education Institutions (HEIs) based in Kenya (University of Nairobi), Mexico (El Colegio de la Frontera Sur) and the United Kingdom (University of Leeds). HEIs are dependent on staff's resilience and goodwill…