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As the novel virus was declared a pandemic, Korean schools quickly transitioned to remote schooling based on its advanced IT system, government-operated digital learning platforms, and an abundance of pre-existing online teaching materials (Byun & Slavin, 2020). Unfortunately, this story of “successful” educational responses to the pandemic was of little relationship to physical education (PE) partly because of the sparsity of supportive resources for online teaching of the hands-on subject area but mainly because of the incompatibility between the nature of the online classroom and the essence of PE (Baek & Yoon, 2020; Oh, 2021). As its name implies, physical education is inseparable from physical movements, bodily dialogue, close physical contact, and active, direct interactions between engaged individuals. Accordingly, PE teachers, dwelling in either online or blended classrooms where bodies are absent, and touch is unthinkable, are experiencing diminished room to implement their pedagogical repertoires and, in turn, affecting their deconstruction and reconstruction of their teacher identities (Kamoga & Varea, 2022). In a nutshell, PE subject matter and PE teachers' identities are being challenged and experiencing unexpected metamorphoses amid this global crisis.

The Instagram site, teacherwhispers, was created as part of a qualitative research project that chronicled the stories and lived experience of preservice and graduate teachers. Since 2020, the purpose of the study was to identify themes connected to the participants' experiences of current trends in education. The intent was to situate the research as a critical interruption into the bigger political discourses surrounding education. The study sought to question why pedagogical practices are increasingly being positioned and located for political and economic reasons and to frame the questions of how we emerge as teachers in specific moments in time.

The methodology employed in the project was ethnographic and narrative-based, representing stories of teachers and teaching. Ethnography as embodiment contributes to an evocative portrayal of the participants' experiences. Teacher stories can be used to progress understandings of schools and schooling and play an important role in reflecting upon and learning from experience.

The selection of posts from teacherwhispers have brought into sharp focus the broad range of difficulties and rewards that are inherent in teaching. The site has been a microcosm of current issues in education. As a problematic and uncomfortable site of public pedagogy, it has been a site for sharing the realities, specificities and challenges of situatedness. The places where teachers work within their respective communities are highly diverse and can be a source of pressure both professionally and personally. Consequently, in the analysis of teacherwhispers, generalisations have been avoided.

As a repository of data for research, a public online site has its challenges; research is meant to be generalisable but in teaching each setting is unique and generalisations can be problematic. Sites of public pedagogy for teachers tend to be kaleidoscopic representations: diverse locations, groups, interests and disciplines. They are a stark reminder to be sceptical of accepting the statement, “research tells us” without questioning the positioning and biases that are inherently at play.

Practical elements of the project have included navigating a public online space for the dissemination of data.

Created in the spirit of problematising the methodology of public pedagogy, the online space at the centre of this project eventuated into something of a definition of what can be problematic in defining teachers' spaces of connection. The site was a place where opinions were expressed in confidentiality and that problematised methodology by putting into question what that methodology may be in a public sphere. What came forth as a result of putting methodology at the centre, rather than a definite answer, was unpredictability.

The online space has been an original place to display unanalysed data. The willingness to tell stories through an intermediary was juxtaposed by the public readership's unwillingness to engage with the stories, which would have meant exposing their identity. The online space is one that is increasingly relevant in public sharing and communications relating to communities of practice. This research is a critical interruption to the bigger political discourses in education. It questions why pedagogical practices are increasingly politicised. The project has been significant in mapping the stories of emerging educators at a time of unprecedented pedagogical change.

This exploratory study aims to discover the different forms of challenges encountered by school stakeholders, including students, teachers, parents and management due to the coronavirus disease 2019 (COVID-19) pandemic.

Qualitative methodology was deployed for the study. A purposive sampling technique was used to select the respondents for a semi-structured interview. Data were examined using interpretative phenomenological analysis (IPA).

It was found that each stakeholder faced four different challenges: mental distress, physical immobility, financial crunches and technological concerns. Findings suggest that teachers are experiencing higher financial, technological and physical challenges as compared to other stakeholders followed by parents.

This paper discusses the major challenges faced by each stakeholder along with the opportunities. These findings will be useful for educationists, regulatory authorities, policymakers and management of educational institutions in developing countries to revisit their policy frameworks to develop new strategies and processes for the smooth implementation of remote learning during a period of uncertainty.

The COVID-19 pandemic has dramatically transformed higher education policy and practices across the globe, including Bangladesh. Higher education institutions (HEIs) were forced to deliver teaching and learning online. This chapter discusses the impact of the COVID-19 pandemic on teaching and learning practice in higher education in Bangladesh and highlights the cultural transformation of policy and practice. In addition, it proposes future directions on how to be prepared and addresses the challenges of emergencies and draws implications of the findings beyond the national context. In the beginning of the pandemic, most universities in Bangladesh had to initially shut down their operations without offering any alternatives. However, a number of universities gradually rolled out some online teaching and learning activities as the lockdowns kept extending. A large portion of the HEIs struggled to continue their online teaching and learning due to the lack of resources, i.e., devices, technological skills and training, lack of policy, negative mindset, poor network infrastructure, and high cost of internet. This unprecedented situation ushered in by the pandemic showed the lack of preparedness and below-par capacity to respond to emergencies for the continuation of higher education in Bangladesh. Furthermore, it highlighted that improving the higher education sector requires tremendous effort from the government, researchers, policymakers, practitioners, the universities, and other industries directly or indirectly related to the sector.

The purpose of this paper is to investigate students' adoption intention (ADI) and actual usage (ATU) of artificial intelligence (AI)-based teacher bots (T-bots) for learning using technology adoption model (TAM) and context-specific variables.

A mixed-method design is used wherein the quantitative and qualitative approaches were used to explore the adoption of T-bots for learning. Overall, 45 principals/directors/deans/professors were interviewed and NVivo 8.0 was used for interview data analysis. Overall, 1,380 students of higher education institutes were surveyed, and the collected data was analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique.

The T-bot's ADI’s antecedents found were perceived ease of use, perceived usefulness, personalization, interactivity, perceived trust, anthropomorphism and perceived intelligence. The ADI influences the ATU of T-bots, and its relationship is negatively moderated by stickiness to learn from human teachers in the classroom. It comprehends the insights of senior authorities of the higher education institutions in India toward the adoption of T-bots.

The research provides distinctive insights for principals, directors and professors in higher education institutes to understand the factors affecting the students' behavioral intention and use of T-bots. The developers and designers of T-bots need to ensure that T-bots are more interactive, provide personalized information to students and ensure the anthropomorphic characteristics of T-bots. The education policymakers can also comprehend the factors of T-bot adoption for developing the policies related to T-bots and their implications in education.

T-bot is a new disruptive technology in the education sector, and this is the first step in exploring the adoption factors. The TAM model is extended with context-specific factors related to T-bot technology to offer a comprehensive explanatory power to the proposed model. The research outcome provides the unique antecedents of the adoption of T-bots.

Isolated within the communist Eastern Block until 1989, Romania has been experiencing numerous educational reforms, initiated by the National Ministry of Education and generally aligned with the European Union goals through the Bologna Treaty. The socioeconomic macrosystem is an important source of influence and we are looking at its main directions. Scholarship on the topic of teaching and learning in Romania is emergent but Computer-Assisted-Teaching (CAT) education in Romania remains insufficiently explored, despite the ever-growing need. This chapter analyzes the state of CAT formative programs for the preservice and the in-service teachers at Lucian Blaga University in Sibiu, Romania. We are now using the lessons learned from the Covid-19 crisis to reflect on new needs for digital competencies, Professional Development (PD), and proposed systemic changes. Such professional training is offered first during the university years, during the BA and MA studies. At the university level, the teacher training curriculum includes CAT, while for the in-service teachers, the PD continues through a combination of self-pursued and mandatory teacher training sessions offered by the regional school districts, universities, and professional organizations. CAT PD is not usually the focus of teacher preparation degree programs; the computer-assisted teaching course during teachers' training program offers a general, introductory perspective on using technology in teaching. For in-service teachers, most specialized PD happens independently and/or through self-teaching. The Covid-19 crisis created not only the urgent need to learn how to teach online but also the awareness that computer-assisted teaching PD needs certain changes.

Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience.

A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis.

Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience.

Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.

A new High School Equivalency (HSE) policy was developed in the United Arab Emirates (UAE) in response to a shift toward a knowledge-based economy and a transformation toward STEM education. The purpose of this study is to explore and understand the stakeholders' perceptions and experiences in implementing the new HSE policy in a school that follows a US curriculum in the UAE. The study was conducted before the COVID-19 lockdown. The phenomenological approach was used to shed light on the implementation of the HSE policy in an active learning environment and the challenges facing the school's stakeholders. The study results reveal the challenges that stakeholders face in implementing the HSE policy and their experiences in offering students the courses they need. All stakeholders agreed that the transformation toward STEM education requires proper implementation of the high school equivalency policy in an active learning environment that help in developing students' twenty-first-century skills and prepare them to meet the job market needs.

Teacher educators' emotions are shaped by the fluctuating conditions of their work and variable interactions with students and colleagues. Many studies report on emotions in classrooms and teachers' regulation of emotion, yet there is limited research on emotion in teacher education. This chapter focuses on emotions that teacher educators from diverse contexts encountered during the Covid-19 pandemic. Data were written responses and interviews from teacher educators from 29 countries. Coding included identifying explicit and implicit emotion, the mood of the narrative/interview, and categorizing by theme. A shared excel sheet was used for comparison, which generated emergent themes. Interrater reliability was established using 7 data sets; the remaining were individually coded following the same procedure, then discussed. Common emotional experiences were expressed across all countries, save 3, despite the different people and cultures. Although not representative of the entire country, in general, seven themes emerged, which are: (1) feeling sorrow (2) feelings of optimism, (3) concern for future of teaching, (4) concerns for student mental and professional well-being, (5) fulfilment with ethic of care in higher education, (6) concerns over inequity, and (7) efforts in resilience. Viewed as a whole, the future of teacher education is made apparent. Despite the divergent contexts, the state of concern and goals are similar. Such insight can provide guidance for supporting teacher educators' careers, well-being, and professional development.

This research study explores the perceptions of the importance and meaning of innovation in education by qualified teachers. The authors deliberately selected geography teachers for the research because the extraordinary dynamics of changes and innovations the teacher has to deal with are significantly reflected, particularly in geography teaching.

The main aim of the research was to determine geography teachers' views on the importance, role and meaning of innovation in teaching. The research group consisted of 12 qualified teachers, and a semistructured interview was chosen as the research method. The research was conducted over six months, from October 2020 to March 2021.

This research confirmed the interest in introducing innovations into teaching by the teachers interviewed. Teachers mainly think of innovation as new ways of teaching that aim to revive and make teaching more attractive, to increase the motivation of all actors in the learning process. While teachers with more ample teaching experience connect innovations mainly with presentations, education games, and excursions, teachers-beginners and teachers with shorter teaching experience understand innovations mainly as the application of new trends in education, such as research projects and working with GIS and digital technologies. The research confirmed that lectures supported by presentations are the most frequently used teaching method for explaining the geography curriculum in primary and secondary schools. Presentations in which teachers focus on linking relationships and explaining connections more deeply replace existing textbooks and teaching texts for most teachers interviewed.

The number and qualifications of the teachers involved in the research.

Teachers see the quality of the school environment and the education system as the significant barriers to providing better geography education. They often come to innovations through their own study and activities and feel a significant lack of available materials for the practical application of innovations in teaching. They also perceive the support for creation by state authorities and educational institutions as insufficient. Most teachers interviewed would welcome regular training courses and vocational education on the appropriate introduction and use of innovations in the classrooms in the form of practical examples and developed methodologies.

The selection of teachers for the research was deliberate and included active teachers of both genders working in primary and secondary schools. The selected teachers had varying teaching experiences and studied different combinations of teaching subjects with geography.