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The disruption caused by the pandemic declaration and subsequent public health measures put in place have had a substantial effect on teachers’ abilities to support student engagement in technology education (TE). The purpose of this paper is to explore the following research question: How do TE teachers see emergency remote teaching (ERT) transitions to blended learning into the next academic year affecting their profession?

A snowball and convenience sampling design was used to recruit specialist teachers in TE through their professional organization and were asked to respond to the question: What are your concerns about the future of teaching TE remotely? The qualitative data collected from the participants (N = 42) was analyzed thematically (Braun and Clarke, 2006).

The analysis revealed that the switch to ERT impacted the teachers’ ability to support hands-on competency development owing to inequitable student access to tools, materials and resources, all of which affected student motivation and engagement. As a result, teachers raised questions about the overall effectiveness of online learning approaches and TE’s future and sustainability if offered completely online.

This research is the first of its kind exploring the experiences of TE teachers during the COVID-19 pandemic. In answer to the challenges identified by teachers, the authors offer a blended learning design framework informed by pandemic transformed pedagogy that can serve as a model for educators to use when designing blended instruction.

This study aims to assess the impact of sustainability pedagogies on students’ sustainability consciousness (SC) in the online instructional settings during the COVID-19 pandemic.

A mixed-method, embedded research design was applied to conduct the research. The participants of the study were the pre-service teachers studying a course, namely, “Education for Sustainable Development” (ESD) in a public sector university of Pakistan. A total of 49 participants were divided into control and experimental groups. The experimental group experienced ESD-pedagogies in online teaching-learning (educational) settings, whereas the control group was taught through a lecture-based approach in an online educational setting. The outcome of the research was measured in terms of a change in the pre-service teachers’ SC. The qualitative data were collected from the experimental group only. The quantitative data were analyzed using paired sample t-test and independent sample t-test, whereas the qualitative data were analyzed through thematic analysis.

The quantitative and qualitative data indicate that sustainability pedagogies (i.e. case studies, critical incidents, discussions, debates and problem-based teaching) enhanced pre-service teachers’ SC in online educational settings during the COVID-19 pandemic.

The current research expands the discussion on the effectiveness of sustainability pedagogies in online educational settings in teacher education programs.

During any crisis situation like a pandemic, war or natural disaster, online/blended learning could meet the academic needs of the learners in a bigger way. The use of information and communication technology (ICT)-based technologies has converted the entire teaching pedagogy to a learner centred pedagogy, following which the skills of using technology are to be seen as the most essential qualifications on the part of both the teachers/educators and learners. Therefore, the purpose of this paper is to understand the perceptions of the teachers and learners regarding the use of online/blended learning modes in teaching learning transactions. Another purpose of the paper being to find out the prospects and challenges of providing online/blended learning in a country like India, particularly during and in post-Covid-19 situations.

The academic analytics approach was used for the study. A structured questionnaire was designed in Google Forms covering the perceptions of the teachers and learners in different Indian universities and colleges regarding online/blended services and analysis was done using Google Analytics. Further, analysis of the data received had been done by using simple statistical tool like percentage.

Blended learning could be the solution for providing education in the context of the 21st century India. However, unlike in case of the conventional education, open education has widened the scope of learning adhering to the motto – “Bring your own device” to learn. The extensive use of open educational resources, massive open online courses, social media and meeting apps during the Covid-19 lockdown, has opened up the minds of the knowledge-hungry people, further enabling them to receive the necessary educational inputs, training and skills even during the current pandemic situation. This is going to have a big impact in the ways of educational transactions in the days to come.

The discussions in the paper are limited to a study of representative states of India, and it is a general study only. The sample size was limited to only 120 as the response rate was significantly low compared to the number of addressees to whom the questionnaire was sent.

This study will help in understanding the present state of online/blended learning in a country like India. The use of online learning was no doubt intensified by the sudden outbreak of the Covid-19 Pandemic. However, the study will also help in preparing a roadmap, at the policy level, regarding the beneficial use of online/blended teaching learning models both by the teachers and learners during any future crisis-like situations in a country like India.

Through this paper, a new social constructivism has been visualised to know the acceptability of online/blended learning opportunities on the part of the teachers and learners across India. If that social constructivism can actually be realised through the benefits of online learning, India might emerge as one of the important leaders of education in the coming days. To that extent, the Covid-19 pandemic can be seen as a blessing in disguise.

It is important to examine the perceptions of both teachers and learners on the use of online learning in their regular curriculum transactions most particularly when the whole world is facing the brunt of the Covid-19 pandemic, which has adversely affected millions of learners across the world. The paper is original because it explores the current state of online/blended learning in a developing country like India to provide a practical and realistic vision of a new way of learning in the post-Covid-19 situations.

The impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative consequences.

Systematic literature review, bibliometric and content analyses were combined to gain an in-depth understanding of the effects of the pandemic on AE and projections for its future. Relevant documents were extracted from the Web of Science (WoS) database. Bibliometric connections in the context of AE and COVID-19 pandemic were explored using text-mining and content analysis was performed.

The challenges, development tendencies and collaboration networks in AE during the pandemic were quantitatively and qualitatively analyzed. The most influential articles, journals, authors and countries/regions were highlighted using a bibliometric analysis. The analysis of keyword tendencies and clusters indicates that new concepts have emerged in AE research during the pandemic involving online, in-person and hybrid education. Using content analysis of 57 subtopics, 39 (18) were categorized as having negative (positive) effects. A comprehensive mitigation framework was designed to reduce the impact of the pandemic on AE.

The study findings can enable practitioners to construct effective solutions to COVID-19- and other disaster-related problems regarding AE. The implications, obstacles and mitigation framework presented can help identify gaps in the literature and guide further research.

This paper presents the first bibliometric and content analysis of AE and COVID-19 pandemic-related studies published from January 2020 to June 2022 to highlight several research directions and academic development within the field.

This thinking piece examines, from the viewpoint of two Canadian pracademics in the pandemic, the role of pedagogy and professionalism in crisis teaching and learning. The purpose of the paper is to highlight some of the tensions that have emerged and offer possible considerations to disrupt the status quo and catalyze transformation in public education during the pandemic and beyond.

This paper considers the current context of COVID-19 and education and uses the professional capital framework (Hargreaves and Fullan, 2012) to examine pandemic pedagogies and professionalism.

The COVID-19 pandemic has catapulted educational systems into emergency remote teaching and learning. This rapid shift to crisis schooling has massive implications for pedagogy and professionalism during the pandemic and beyond. Despite the significant challenges for educators, policymakers, school leaders, students and families, the pandemic is a critical opportunity to rethink the future of schooling. A key to transformational change will be for schools and school systems to focus on their professional capital and find ways to develop teachers' individual knowledge and skills, support effective collaborative networks that include parents and the larger school community and, ultimately, trust and include educators in the decision-making and communication process.

This thinking piece offers the perspective of two Canadian pracademics who do not wish for a return to “normal” public education, which has never serve all children well or equitably. Instead, they believe the pandemic is an opportunity to disrupt the status quo and build the education system back better. Using the professional capital framework, they argue that it will be educators' professionalism and pandemic pedagogies that will be required to catalyze meaningful transformational change.

Critical digital pedagogy (CDP) is an emerging field in education. The basic tenet of CDP involves taking learners' experiences into account and engaging them in critical thinking about social oppression. With the outbreak of the unprecedented COVID-19 pandemic, CDP has got more currency and appropriacy in the current paradigm shift in learning and teaching.

This paper scrutinizes different aspects of CDP including its origins, theoretical underpinnings and its implementation in different contexts. It also critically reviews Freire's (1972) problem-posing education and Morris and Stommel's (2017) model of CDP.

The article proposes a CDP model based on the previous ones, which includes the core concepts and criteria of CDP and focuses on EFL classrooms.

One of the limitations of CDP is gaining the learners' approval in creating an environment of co-constructing knowledge moving away from traditional practices. In addition to that, the use of new media in the classroom can be intimidating for students and stakeholders alike. The lack of logistic support in many rural, remote and underdeveloped contexts cannot be ignored either

The paper provides recommendations for future research in CDP.

Critical pedagogy (CP) is a teaching approach in which the oppressed are basically focused and teachers and learners construct knowledge together. Recently, with the outbreak of the COVID-19 pandemic, global education had to go online. Consequently, traditional teaching and learning had to undergo a paradigm shift. Along with other changes in traditional teaching and learning practices, there has been a significant change in teaching philosophy. This is how the CDP finds its currency in this emerging unprecedented teaching and learning situation.

According to the U.S. Department of Education’s National Center for Education Statistics, in the fall of 2020, 72.8% of U.S. postsecondary students were enrolled in distance education courses—up from 36.3% in the fall of 2019. While this surge may be explained by a number of factors, one of the most significant factors is the COVID-19-induced pivot to online learning. The rapid and intense expansion in distance education due to COVID-19 offered learners some sense of continuity in their studies, but it also revealed stark inequities in learner resources and access—especially for students of Color and students from lower-income households. Further, as COVID-19 spread, the U.S. roiled in a “twin pandemic” of racial injustice that continued to metastasize—spawning more pain-points such as online environments where racism became unmasked when face-to-face norms were abandoned. These revelations about the shadow side of online learning are particularly concerning in the context of leadership education and its commitment to inclusion, collaboration, and holism. Given this new context for online leadership education, the purpose of this piece is to reflect on how the Journal of Leadership Education has shepherded the journey of online leadership education and what the future of this journey might look like for online leadership educators committed to change. Scaffolded by the Community of Inquiry model, we offer promising practices that address cognitive, social, teaching, and learner presence in the pursuit of culturally relevant/sustaining and equitable online leadership education.

This phenomenological case study reports how 16 participating students built their leadership skill through a community-based service-learning project as a part of their undergraduate program at an Islamic university in Indonesia. Education for sustainability framework promoted by Warwick (2016) was employed to portray students' leadership development and explore their lived experience while doing service-learning project in their neighborhood.

Phenomenological case study was employed to portray how the participants engaged in projects that empower the community during their service amidst the coronavirus disease 2019 (COVID-19) pandemic. They were interviewed using online platforms such as WhatsApp and Zoom Meeting. To triangulate the data, the photos elicited during their field study posted in social media were also presented as visual data. The interview data and photo elicitation were transcribed, interpreted using interpretative phenomenological analysis and thematically analyzed.

The findings of the study showcase that the student participants transformed their sense of agency as learners into leaders. The service-learning program has also become a springboard for them to engage in the community service and build strategy to fill the local community's need, especially amid the pandemic of COVID-19.

There are two limitations in regards to this study. First, this study only examined data garnered from a small number of participants that could not be used to overgeneralize the results of the study. Second, the participants were interviewed upon the completion of their service-learning project. It did not investigate the sustainability of the projects that the participants had carried out after the service-learning program ended.

While ample previous studies investigated how service-learning program that involved undergraduate students were enacted during COVID-19 pandemic, the present study specifically looked into how participants exercise their leadership skill upon the implementation of service-learning from education for sustainability framework promoted by Warwick (2016).

The purpose of this paper is to focus on business responses to the pandemic through an ethical lens and to make recommendations for future research in this unique environment. The Coronavirus Disease 2019 (COVID-19) pandemic presents many ethical implications for businesses’ responses in balancing individual health and firm risks during the initial and recovery stages. What decisions are businesses making in this pandemic environment? What ethical foundations most align with these decisions?

The authors review recent business actions taken in response to the pandemic in light of models of motivation for corporate social responsibility (CSR).

Businesses have engaged in a wide range of philanthropic CSR actions during the pandemic, likely motivated by both utilitarianism and deontological factors in response to the needs of internal and external stakeholders. The pandemic has disparate impacts, generally hurting lower-income individuals more, likely increasing inequality.

There are many questions for future research to determine where pandemic-related CSR has different effects for businesses over the long term compared to the pre-pandemic environment.

Businesses must act to benefit society, protect employees and maintain the trust of their stakeholders during the pandemic.

Existing models have examined corporate disaster philanthropic responses that were localized and acute. Business responses to the COVID-19 virus are unique given the severity, the widespread nature and the duration of the crisis.

The purpose of this paper is to determine the influence of the COVID-19 pandemic on architecture education during the lockdown in Saudi Arabia, as well as the new normal that has emerged. This indicates the potential to develop frameworks and strategies for adapting architectural pedagogy modes to unexpected situations.

This study is based on qualitative research with phenomenological aspects, focusing on a phenomenon experienced by a group of people involved in a Bachelor of Architecture degree program. This paper uses data collected from a literature study, as well as interviews conducted at the College of Engineering and Islamic Architecture of Umm Al-Qura University in Saudi Arabia; the data sources include tutors, students and recent graduates with common teaching and learning experiences in design studios.

The study shows the feasibility of conducting part of the design course in a distance mode and the rest as on-campus attendance, to ensure effectiveness and to produce quality architectural designs with maximum detail. However, research reveals that both students and educators need greater awareness of the self-learning process.

The research value lies in exploring how the imposition of a distance architecture design studio due to the COVID-19 lockdown has potentially established a new pedagogical model for teaching architecture design studio.