Year: 2025
Type: article
Abstract: The COVID-19 pandemic disrupted U.S. K-12 education systems, forcing teachers to adopt emergency remote teaching with minimal preparation. This study investigates the challenges and adaptive strategies of 16 U.S. K-12 educators during the pandemic. Qualitative analysis of semi-structured interviews with 16 educators was conducted to identify key themes. Findings reveal that innovative engagement strategies—including interactive activities, long-term projects, and inclusive virtual environments—were pivotal for sustaining participation. Challenges such as disparities in students’ home environments, technical limitations, and motivational declines underscored the need for parental collaboration, emotional support frameworks, and teacher-specific professional development. These results highlight actionable pathways to strengthen resilience and equity in online education systems during crises.
Source: COVID
DOI: 10.3390/covid5060083
Authors: Abdullah Azzam Tuzgen, Yao Yang, Alissa Cress
Institutions: Boğaziçi University, Purdue University West Lafayette
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $1,207
Funder: Purdue University
OpenAlex ID: W4410857725