Enacting Care-Ful Engagement in the (Post)Pandemic Care-Less University

There is a strong link between student engagement and successful educational outcomes which is driven by the actions of and interactions with educators. In the context of pandemic pedagogies, many educators have taken on additional responsibility for the wellbeing and engagement of their students. The performance of this emotion work is strongly connected to an educator's professional and philosophical stance about the role of caring in teaching and learning. Building on the principles of care ethics with autoethnographic reflection of emergency remote teaching, this chapter presents a model of student engagement which reflects the additional needs and demands of care-based education on both educators and students. This model outlines for the enactment of deliberate, sustainable, and care-ful engagement based on an assessment of learner needs as well as educator investment and contributes insights for shaping (post pandemic) pedagogical practices.

Implementation Example for the Structured Mathematics Teaching in Learning Environments During the Pandemic Period

The purpose of the study is to provide exemplary work for academicians and field experts working in the field during the COVID-19 outbreak to effectively use technology in mathematics teaching environments in the distance education process and integrate it into teaching environments. Both the course content presented to prospective teachers and also the learning materials created by the prospective-teachers in line with the learning acquisitions of the course have become a part of the teaching process, and the teaching process has been structured by integrating both the course content and the prepared learning materials into the teaching process under the TPACK theory frame.

The Impact of the COVID-19 Pandemic on the Field of Economics of Education

Every era exists within its own paradigm, and the COVID-19 pandemic era is a game changer that requires new perspectives. This requirement also holds true for the field of economics of education. This era of change requires the reevaluation of educational institutions. The economics of education are venturing beyond traditional fields of study regarding the development of digital skills. Topics such as financial administration, budget management, costs, supply and demand of educational services, and the reflections of learning losses on the knowledge economy represent the changing dynamic locus of the economics of education regarding digital skills during the pandemic period. In this chapter, the general impact of the pandemic on educational institutions is portrayed, the importance of digital skills in global competition in the digital economy is discussed, and lastly, the paradigm shifts in economics of education as an important field of educational sciences caused by the COVID-19 pandemic are described and evaluated within the context of the economics of distance education.

The Power of Inclusion

The year 2019 saw the emergence of COVID-19, an infectious disease spread through human-to-human transmission. This resulted in the immediate worldwide suspension of contact classes as countries tried to contain the wide spread of the pandemic. Consequently, educational institutions were thus left with only one option: e-learning. E-learning is the delivery of learning experiences through the use of electronic mail, the internet, the world wide web, and it can either be synchronous or asynchronous. Through the translanguaging lens, this chapter reports on a qualitative study that sought to explore the crucial role language plays in the e-learning of multilingual science students at a secondary school in South Africa. The e-learning lessons were in the form of videos, multilingual glossaries, and narrated slides in English and isiZulu languages. Data was collected through lesson observations and interviews held via Microsoft Teams. This chapter suggests numerous cognitive and socio-cultural benefits of multilingual e-learning pedagogy and recommends its use in education.

Intolerance of Uncertainty Experienced by Faculty of Education Students in the COVID-19 Pandemic and Their Strategies to Cope With Uncertainty

COVID-19, which emerged and turned into a global pandemic within a short time, has caused great concern in terms of health, and it has also brought some problems to the education sector. Due to some uncertain situations in this process and worries about the pandemic, students have been faced with unfamiliar situations. This study aims to determine the intolerance of uncertainty that university students in Turkey have experienced in the process of this pandemic and the strategies they have used to cope with this situation. In this context, 179 university students participated in the study. The Intolerance of Uncertainty Scale and an interview form were used. ANOVA was used with the independent samples t-test and content analysis was used in the analysis of data. The data obtained showed that third-year students in the psychological counseling and guidance program had high levels of intolerance of uncertainty and had difficulties in developing strategies to deal with uncertainty.

From Equality to Equity to Justice

Due to its role in addressing school closures amid the COVID-19 pandemic, emergency online education (EoE) is politicized and assumed to be the new normal in the post-crisis age. This chapter aims to answer the following questions: Should online education be the new normal for all, and if not, what should it be like? After briefly introducing how the world ensures educational continuity and distinguishing EoE from conventional online education, it examines education in the discourse of sustainable development goals, EoE from an equality-equity-justice perspective, and lessons learnt from EoE. It is argued that instead of OE, the new normal for all should be a package of solutions able to cater for learners of various types, minimizing inequality and inequity to allow as many people as possible to access quality education and hence enhance educational equity and justice. Issues related to the new normal are then discussed. The chapter concludes by calling on educational stakeholders to use this crisis as an opportunity to think about how to fix our already ailing educational system.

Empowering Teachers Who Work in Inclusive Practices

Taking into account the effects of integration practices and the coronavirus (COVID-19) epidemic, e-coaching, which handles distance education practices and coaching approach together, came to the fore. With the global epidemic of COVID-19, new ones have been added to the professional competencies of teachers working in integration practices. In this respect, this chapter discusses the professional competencies of teachers working in integration practices and the competencies that they should have in order to use technology and emergency distance education applications. In addition, new approaches have been brought to the agenda with the effect of the epidemic in order to improve the emerging competencies of teachers and to strengthen teachers. Thus, in the new world, e-coaching, which handles distance education practices and coaching approach together, has become important. As a result, it is aimed to address the e-coaching approach, which offers a hybrid perspective to empower teachers working in integration environments in the context of their emerging new competencies.

Resilient Sustainable Education for the Future of Education

In 2020, the COVID-19 pandemic affected all economic sectors and disrupted many areas of our lives, especially education. More than 1.7 billion learners in over 200 countries around the world were affected, and these numbers will continue to increase in 2021 and beyond. Therefore, the effects of the COVID-19 pandemic must be understood in order to be better prepared for future disruptions. There is a need to recognize that education is an investment in rebuilding. The key lessons learned are that the future of education needs to be rethought without forgetting the past. Certainly, there is room for improvement in the technical area, but most importantly, it is critical to recognize the social dimensions of learning and education. This conceptual chapter provides a review of the literature on several global initiatives to shape the futures of education by focusing on resilient open education for all in the context of social justice, human rights, and democracy.

An Ethnographic Phenomenology of Pandemic Pedagogy

This chapter aims to serve a constructive purpose from pandemic pedagogy by presenting practice-driven pedagogical strategies for online teaching and learning. Through phenomenological HelpDesk analysis from a K12 school district's Education Technology Department, their Education Technology Specialist presents an ethnographic empirical study on what advice was sought and given during emergency remote teaching of 2020. Using the Technology Acceptance Model (TAM-2), it shows how teachers defaulted to practices which connected them with their students, helped them stay organized for synchronous and asynchronous instruction, and gave them “eyes on” student learning with easily accessible data. The value of this study lies in its ability to help understand the professional learning effects of the COVID-19 pandemic and provide a guide for those who need a deeper understanding of teachers' instructional choices during emergency remote education.

University Instructors' Views on Distance Medical Education Activities

The fact that most of the classes are based on cases and learners are normally in the field rather than in classrooms in medical education stands out as the biggest problem faced in conducting medical education through distance education. The study collected data by asking open-ended questions, which were formed by taking domain experts' opinions, to 27 instructors working in various universities in Turkey. The collected data were subjected to qualitative data analysis in an attempt to determine the strengths and weaknesses of distance medical education activities, the positive and negative effects of distance education on learners, and the difficulties faced by instructors. The analysis results show that the instructors experience difficulties in terms of practical training, communication, feedback, and classroom management in distance medical education. On the other hand, the instructors highlight that such features of distance education as accessibility and individual learning have a positive contribution to medical education.