Year: 2024
Type: article
Study design: Observational Study
Abstract: This study explores the evolving difficulties faced by educators in the transition from traditional to digital teaching methods during and after the COVID-19 pandemic. Drawing on Bronfenbrenner’s ecological systems theory, the study examines how various levels of influence—including direct classroom interactions, institutional policies, and broader societal factors—have impacted teachers' ability to adapt to hybrid and online teaching models. The research highlights significant challenges, such as a lack of digital literacy, inadequate training, and limited support systems, which have exacerbated teachers' workloads and affected their well-being. Through a mixed-method approach combining secondary literature and primary data collected via questionnaires, the study uncovers distinct patterns of teacher adaptation and stress. It emphasizes the need for ongoing professional development, mental health support, and the integration of both digital and traditional pedagogical methods. Moreover, the findings reveal disparities in resources and infrastructure, particularly for teachers in underfunded schools, further stressing the necessity for educational reforms that address systemic issues. The research offers valuable insights into how Kuwaiti schools can better support teachers in navigating the post-pandemic educational landscape. Keywords : Post-COVID education, teacher challenges, hybrid learning, digital pedagogy, professional development DOI : 10.7176/JEP/15-13-06 Publication date : December 30th 2024
DOI: 10.7176/jep/15-13-06
Authors: Ebrahim Ghazi Alenezi, Safenaz Ali Alshatti, Bothainah A. T. M. Almulla, Naji Bader Aldhafiri
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W4406171327