A study based on key sources and reasons of stress among culinary teachers in the adoption and usage of virtual-learning platforms and appropriate pedagogical approaches
Year: 2026
Type: article
Abstract: As computer technology advances, individuals are expected to perform their activities more quickly and efficiently. Yet, many educators have encountered significant challenges in adapting to these technological changes. The pressure of virtual platforms is particularly evident in disciplines that rely heavily on action-learning, experiential methods, and hands-on practice. This study explores, through qualitative research, the challenges and stress experienced by culinary teachers in conducting online classes, especially with regard to practical demonstrations. With limited prior exposure to digital teaching methods, these educators were required to adapt to a mode of instruction that had never been practiced or emphasized before. Culinary teachers, by nature, must possess multiple skills and play diverse roles in their teaching. Transitioning to virtual instruction demanded new competencies, but the lack of orientation and training in inclusive digital procedures led to confusion, difficulties, and a sense of bewilderment in fulfilling their responsibilities. Data for this study were collected through semi-structured interviews and focus groups, and analyzed using NVivo software with content analysis techniques. The findings reveal that the primary challenges in delivering skill-oriented training remotely included communication barriers with students, complications in didactic and evaluation processes, and difficulties in adapting to the new context. These issues highlight the inherent limitations of remote teaching for practice-based disciplines. Stress, in this case, emerges as the outcome of the interaction between individual needs, available resources, and environmental demands.
Authors: Manan Chakraborty, Purushottam Kumar
Institution: Sai Nath University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7127634063