Redefining Distance Learning for the Fourth Industrial Revolution: Lessons Learnt from Egyptian Educators

Mariam Makramalla ()
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Mariam Makramalla: NewGiza University

Chapter Chapter 18 in Mathematics Education in Africa, 2022, pp 293-305 from Springer

Abstract: Abstract This chapter presents a suggested disruptive approach to innovatively bridge the hurdle imposed by the COVID-19 pandemic in Egypt, given the reality of distance learning in mathematics education. The focus is two-fold. Firstly, it addresses educators’ community ownership questions, leading their post-COVID world in the virtual schooling sector. Secondly, it discusses questions of educators’ community autonomy in exercising this leadership. As major stakeholders, community members are best equipped to assess their contextual reality and respond in culturally sensitive ways to the unfolding educational challenges. In light of the community engagement framework, the chapter argues for a need to envision the fourth industrial revolution more widely by defining and using technology as a teaching and learning tool for mathematics education.

Keywords: Community ownership; Distance learning; Pandemic; Mathematics; Egypt (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-031-13927-7_18

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DOI: 10.1007/978-3-031-13927-7_18

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