COVID-19 PANDEMIC: A TURNING POINT FOR EDUCATION SYSTEMS

The Pandemic as a Catalyst for Digital Transformation

By Khaniri Newton

The COVID-19 pandemic played a key role in accelerating the global shift from traditional classroom settings to digital learning platforms. The pandemic led to an exposure of the existing weaknesses in traditional education and created room for growth in terms of modern innovations in education delivery. COVID-19 was the catalyst and prior to it, the world relied on face to face institutions. E-learning platforms were available, but this was only in rare cases of higher education and perhaps corporate training.

The sudden onset of the COVID-19 pandemic in early 2020 led to widespread school closures. At the peak of the crisis UNESCO data showed that over 1.6 billion learners in more than 190 countries were out of school (UNESCO, 2020). This gave rise to a need for emergency transitions to remote learning and in response to the global lockdowns, institutions shifted rapidly to online learning platforms such as Zoom, Google Classroom, and Microsoft Teams (Bozkurt & Sharma, 2020).

This shift marked the first endeavor for multiple schools into online learning and also increased the creation of online educational content. The pandemic therefore pushed institutions to digitize their operations and rethink their educational delivery structures. Critics argued that the shift to digital education during COVID-19 was not a true catalyst but rather a forced and temporary reaction to the unprecedented crisis. They contend that the digital shift lacked sustainability and long term impact. While it is true that some institutions resumed pre-pandemic methods, the remote learning left a lasting global imprint that revealed the possibilities of digital learning. Furthermore, it prompted investments and policy reforms that continue to shape educational systems today. In this way, COVID-19 wasn’t just a temporary challenge to education, but an eye opener and catalyst to the long overdue transformation of the global educational systems.

Pandemic- driven innovations in Education Delivery

The pandemic led to the innovation of various learning structures such as: adoption of e-books, introduction of virtual classrooms, usage of chat-bots and hybrid learning methods. These innovations that had never been considered previously, had now become necessities and the new order of the day. Many institutions, previously depended on library textbooks for reading material and face to face teaching for educational delivery.

As the pandemic swept, it prompted institutions to teach and learn remotely, which necessitated the appropriate tools. Schools began transitioning from printed textbooks to e-books and integrated chatbots to support learning queries (OECD, 2021). In addition to these, the examination format evolved from invigilated, handwritten tests in exam halls to remote assessments conducted via video call, with students submitting their answers as digital documents. These pandemic-driven innovations not only ensured continuity but also introduced tools that offered practical & scalable solutions to learning while also enhancing student engagement.

Skeptics have noted that the implementation of these innovations was not possible to a significant number of institutions and students. They further argue that this potentially widened the equity gap in access to quality education. This is true, disparities were more evident- however the uprise of these innovations led to worldwide efforts toward inclusion. Development organizations and governments embarked on prioritizing: digital infrastructure, distributing devices and teacher training programs. This was in order to lay a foundation for more equitable access to the modern tools- that had become a necessity now- moving forward. In the long-run, the innovation wave unlocked new learning and career pathways for students, while also building a secure education system that can adapt accordingly in the face of future crises or sudden shifts in the educational landscape.

Changing roles

The pandemic-induced shift called for a redefinition of educational roles both for educators and students. In traditional classrooms, teachers relied on physical tools such as: chalkboards, printed material and face to face interactions. With the introduction of remote learning, digital skills became a must have, and both teachers and students had to adapt quickly.

The pandemic elevated the role of educators to include: increased autonomy, creativity and leadership in education. In an unprecedented change with little time, the teachers were forced to create their own digital curriculums, experiment with foreign tools and innovate engagement strategies that would be effective in virtual cases. This shift from their normal routine and activities, was foreign and introduced many new roles they had to play in order to ensure continuity of education during the pandemic and even past it.

For the students, the pandemic-induced shift redefined their role from passive recipients to active participants in the learning process. Previously, learning was significantly reliant on adherence to the teachers’ guidance, instruction and structure. With the shift to digital learning, students were compelled to: navigate digital platforms, manage engagement, manage time schedules, and adapt to the educator’s curriculum/mode of education delivery.

Digital divide and inequality in education

Much as the pandemic has had positive effects in the transition from traditional to digital education, it also amplified the existing inequalities in the education system by revealing the digital divide. The disparities in education access have always been present, and especially in less developed areas, however the pandemic induced digital shift worsened the gap by introducing an extra layer of technology dependence. The reliance on internet connectivity and compatible devices left many students and institutions unable to adjust. In Kenya, less than 30% of students in rural areas had reliable internet access during school closures (Kenya National Bureau of Statistics, 2021). Globally, UNICEF (2020) found that at least a third of the world’s schoolchildren were unable to access remote learning during school closures.

This exclusion had negative effects on various groups in the education system with- long-term learning loss, increased dropout rates and emotional distress- being at the forefront. Students with disabilities who required special attention, faced additional layers of exclusion and were presented with content that wasn’t adaptable to their needs. There were also cases of girls in rural areas who were unable to return to school post lockdown due to early pregnancies.

Long term transformation in education.

What began as an emergency response has become a permanent transformation in education delivery methods. Initially, remote learning was perceived as a temporary fix. However, sustained improvements, institutional investments, and positive feedback from flexible learning models have entrenched e-learning into long-term education plans. Post-pandemic, many institutions have adopted blended learning permanently.

Global EdTech investments reached over $16 billion in 2021, signaling a long-term shift (HolonIQ, 2021). Policies have evolved to support digital learning even in public education sectors.

Skeptics have however argued that an overreliance on digital learning has degraded educational quality. They further highlight issues such as lack of engagement, poor internet connectivity, and minimal preparedness by both teachers and students hinder effective and efficient education. There are also concerns that the digital divide disproportionately affected students in low-income and rural settings. Due to this reasons skeptics advocate for traditional education to reign over the ‘unpolished’ remote learning.

While these challenges are true, they underscore the urgency for digital reform rather than discrediting the shift. Many of the initial hurdles—like lack of access and low teacher-student preparedness—are being addressed through investment in infrastructure, teacher training, and hybrid learning models that have familiarized students with the online structure. Rather than viewing e-learning as a lesser substitute, it should be seen as an evolving solution with room for improvement.

Conclusion

The COVID-19 pandemic brought major changes to education across the world. While it caused disruption, it also pushed schools and institutions to move quickly from traditional classroom learning to digital platforms. This shift exposed problems in the old system, but also opened doors to new ways of teaching and learning. Teachers took on new roles, students had to become more responsible for their own learning, and new tools became a part of everyday education. The pandemic also made clear how big the gap is between those who can access digital learning and those who can’t. Many students and schools were left behind because of poor internet and lack of devices. But this challenge sparked new efforts and tools to make education more equal and accessible. Even though some believe we should return to the old ways of learning, the pandemic showed that education can be more flexible, creative, and ready for future challenges. Instead of seeing digital learning as a temporary fix, we should build on the progress made and combine traditional and modern methods COVID-19 was not merely a disruption; it was a catalyst that redefined the possibilities of education.

References

1. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Coronavirus pandemic. Asian Journal of Distance Education, 15(1), i–vi. https://www.asianjde.com/ojs/index.php/AsianJDE/article/view/447/256
2. HolonIQ. (2021). Global EdTech venture capital report – full year 2021. https://www.holoniq.com/notes/global-edtech-venture-capital-report-full-year-2021
3. Kenya National Bureau of Statistics. (2021). Economic Survey 2021. https://www.knbs.or.ke/wp-content/uploads/2021/09/Economic-Survey-2021.pdf
4. OECD. (2021). The state of school education: One year into the COVID pandemic. OECD Publishing. https://www.oecd.org/education/state-of-school-education-one-year-into-COVID.htm
5. UNESCO. (2021, March 23). One year into COVID: Where do we stand with education disruption? https://www.unesco.org/en/articles/one-year-covid-19-education-disruption-where-do-we-stand
6. UNICEF. (2020, August 26). COVID-19: At least a third of the world’s schoolchildren unable to access remote learning during school closures, new report says. https://www.unicef.org/press-releases/covid-19-least-third-worlds-schoolchildren-unable-access-remote-learning-during​