Exploring the continuing effects of COVID-19 on tertiary screen production education in Australia

Abstract

ABSTRACT This article considers how the COVID-19 pandemic impacted tertiary-level screen production education in Australia. Six university educators across four Australian states present a series of critical thematic reflections, interrogating their lived experiences of teaching screen production courses during periods impacted by COVID-19 lockdowns and social distancing requirements. The analysis reveals the pandemic amplified areas like concept development and fundamental production skills using mobile devices, while more advanced technical skills and student collaboration suffered due to remote learning conditions. Managing health risks through COVID-safe protocols became a major priority. Student storytelling shifted towards shorter individual projects exploring themes of isolation, though some collectives producing anthology series also emerged. While some pandemic-driven changes like online meetings have persisted, the authors identify an ongoing need to foster students’ interpersonal skills and technical proficiency developed through collaborative, hands-on learning experiences. The diverse reflections highlight common challenges but also differences across states based on varying COVID-19 conditions and restrictions. Overall, the authors argue for balanced, responsive approaches going forward to equip graduates with frameworks to navigate screen industry shifts alongside changing student expectations around delivery modes.