Abstract
Emergency remote education during the COVID-19 pandemic has opened the door for everyone not only to see the prospect of blended teaching and learning but also to understand how critical it is to incorporate technological development to enhance learning and access to education. While face-to-face in-classroom teaching and learning methods help children and young people in developing vital social, communicative, developmental, and digital competencies, it is also critical to embrace the digital transformation that is happening around everyday life and throughout society. Based on secondary data, this chapter explores the key challenges and opportunities for policy and practice in resource-constrained contexts. This chapter utilizes Bangladesh as a case study to elicit the transition and transformation process of teaching and learning at the primary and secondary education levels in the global south during the emergency.
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