Abstract
The article examines digital adaptation of elementary school teachers and students during distance learning in the context of the 2020-21 global COVID-19 pandemic in Russia. The authors conducted an empirical study among elementary school teachers using an authentic digital questionnaire as the methodological basis. The questionnaire concerned applied distance learning technologies, their impact on the educational process and the emotional well-being of young learners, as well as the teacher satisfaction with the remote form of interaction with students.
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