The conceptual framework of shock innovation in education: non-diffusive spread of innovations triggered with the pandemic

Abstract

ABSTRACT The paper provides insights on the transformation process in education triggered by the COVID-19 pandemic, and suggests a new theoretical concept of shock innovation. Based on interviews with school administrators and teachers (N = 15), we conceptualized the transition to distance learning as an innovation, and compared its characteristics with the typical spread of innovations. We use Rogers’ diffusion of innovations theory to construct a three-tiered model that describes the universal spread of innovations in education. The analysis suggests that the transition to emergency remote teaching is not a ‘diffusion spread’ but a ‘shock spread’ as: (1) awareness was synchronized with implementation, removing the persuasion and decision steps; (2) the boundaries between ‘innovators’ and ‘laggards’ were erased; (3) schools made the transition on an equal basis with other industries.