The Drivers of Change for Future Learning: How Teachers Were Taught in the COVID-19 Crisis and What Will Come Next?

Usama M. Ibrahem (), Hussein Abdelfatah (), Dalia M. Kedwany, Abdullah Z. AlMankory, Ibrahem M. Diab and Rabab A. Abdul Kader
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Usama M. Ibrahem: Collage of Applied, University of Ha’il, Hail 2240, Saudi Arabia
Dalia M. Kedwany: Collage of Education, University of Ha’il, Hail 2240, Saudi Arabia
Abdullah Z. AlMankory: Collage of Education, University of Ha’il, Hail 2240, Saudi Arabia
Ibrahem M. Diab: Collage of Education, University of Ha’il, Hail 2240, Saudi Arabia
Rabab A. Abdul Kader: Collage of Applied, University of Ha’il, Hail 2240, Saudi Arabia

Sustainability, 2023, vol. 15, issue 20, 1-20

Abstract: The COVID-19 pandemic wreaked havoc on education and resulted in huge changes. This research paper investigates on the factors driving change for future learning by studying the training of teachers during the COVID-19 crisis and their perceptions regarding the future of teaching. The study employed the methodology of opportunistic or emergent sampling to collect data from teachers aged 30–50 years who had experience in conducting online classes in different schools in KSA. The study suggests that effective virtual education depends on careful instructional design, audience consideration, and a systematic implementation model that produces various forms of teaching tailored to educational objectives. The research findings can guide future decisions about implementing online teaching, and the dimensions identified in this research can be compared with previous studies to derive key learning axes for future schools. The pandemic transition presents an opportunity to develop sustainable paradigms for future generations.

Keywords: future pedagogy; COVID-19; online teaching; future learning; emergency remote teaching; learning crisis; future educational needs (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2023
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