Abstract
The Covid-19 pandemic has caused a great change in the world. One aspect of the pandemic is its effect on Educational systems. Educators have had to shift to a pure online based system. This shift has been sudden and without any prior warning. Despite this the Educational system has survived and exhibited resilience. The resilience of a system can be determined if the system continues to operate or function as effectively as before a change. Resilience in a system implies the ability to work and develop when the forces in the environment are unexpected, abrupt and sudden as well. The environment may change or evolve but the underlying system must keep functioning, developing and responding. Resilience is a trait in a system. It is a set of characteristics in the system that enables it to sustain itself in the face of change. A resilient system can cope and prosper in the face of change. For the domain of education, the Covid-19 pandemic served as a phenomenal change event and a wakeup call to the education fraternity. As a social system, resilience meant that the people in the educational environment continued to function albeit differently. The environment, meaning the processes, hierarchy and the intricate social ties in the system contributed to the resiliency of the system. Thus the measure of resilience in education has three major facets—people, the technology which facilitates the process and the process environment. This work aims to understand the resilience of the teachers due to the Covid-19 pandemic, especially how learning continued and what contributed to this continuity. Resilience research and understanding is as important as the pedagogical and technological aspects in an Educational system as it is a trait that encompasses the people, the socio-economic system and their relationships. In this work, we analyzed resilience as trait, its relevance in an Educational system, factors that make up resilience in an Educational system and finally the relevant research about resilience in Education during Covid-19. Based on the results of our literature review we formed a model for Educators. A survey was conducted among educators of three countries namely Malaysia, Fiji, and India to determine the essential elements of resilience that were relevant to the continuity of an educational system from the point of view of teachers. We arrived at a set of factors that are relevant to the teachers in the educational systems which can be an impetus for policy makers to focus on and develop. The major results from the study are the need for Educational systems to focus on three facets—internal, interpersonal and external aspects of teachers and strengthen factors such as support for teachers, strong academic leadership, trust of teachers, increase self-motivation, enhance communication with stakeholders and emphasize systems that enhance student-teacher communication. The future areas of research are also discussed in the work.
Highlights
Educational systems have rarely changed willingly and swiftly
Let us first trace the challenges faced by educational systems during the Covid-19 pandemic
The survey was distributed using an online method, where teachers from Fiji, India and Malaysia were provided a link to the survey created using Google docs which addressed constructs related to their teaching experiences during the Covid-19 scenario
Summary
Educational systems have rarely changed willingly and swiftly. the Covid-19 pandemic changed this mindset, whereby online distance learning (ODL) and emergency remote teaching (ERT) became a normal mode of learning and physical in-class teaching and learning became abnormal.Let us first trace the challenges faced by educational systems during the Covid-19 pandemic.As a part of a multi-country study, Reimers and Schleicher (2020) listed the key factors ensuring the continuity of academic learning for students, supporting the students who lack skills for independent study, ensuring continuity and integrity of the assessment of student learning, ensuring support for parents so they can support student learning, and ensuring the wellbeing of students and of teachers.The educational response of China’s system was studied by Xue et al (2020) and factors such as ensuring the well-being of teachers, standardizing online teaching, motivating teachers, communication with teachers and parents and focus on the mental health of students were listed as important factors.Pokhrel and Chhetri (2021) analyzed various publications during Covid-19 and emphasized the role of e-learning tools, mindsets of teachers and students, challenges of access, affordability, students with disability and guidance and highlighted the opportunities for creative learning that are available for the faculty. The Covid-19 pandemic changed this mindset, whereby online distance learning (ODL) and emergency remote teaching (ERT) became a normal mode of learning and physical in-class teaching and learning became abnormal. Let us first trace the challenges faced by educational systems during the Covid-19 pandemic. The educational response of China’s system was studied by Xue et al (2020) and factors such as ensuring the well-being of teachers, standardizing online teaching, motivating teachers, communication with teachers and parents and focus on the mental health of students were listed as important factors. Pokhrel and Chhetri (2021) analyzed various publications during Covid-19 and emphasized the role of e-learning tools, mindsets of teachers and students, challenges of access, affordability, students with disability and guidance and highlighted the opportunities for creative learning that are available for the faculty. The challenges for universities in terms of access, opportunity, need for preparedness of teachers, issues in student’s difficulties to adjust, need for resources for teaching and opportunities for teachers to innovate were focused on the research spotlighted by Mseleku (2020)
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