Digital learning transformation: A study of teachers’ post-Covid-19 experiences

Abstract

The COVID-19 epidemic has caused learning to change in ways that have never been anticipated before. This article examines teachers' difficulties due to COVID-19's global return of students from various modes, settings, and locations to a regular educational system. Although there are more online options, face-to-face instruction might be more effective. The article attempts to envision education in a post-COVID-19 world, hoping that learning systems will be improved by the pandemic's lessons and continue to be global, innovative, digital, student-centered, individualized, and useful in the face-to-face learning environment. As a result, the pandemic's teachings impacted and changed how people learn and teach. The post-COVID-19 educational environment's teaching challenges are evaluated using a 2-point Likert scale (1 = Yes, 2 = No). In addition, the T-test, Chi-Square goodness for fit test reliability of the similar notion of the questions, and Cronbach's alpha value (>.7) are used to evaluate the responses of 107 teachers from central Punjab, Pakistan. Findings show that 89.7% of teachers agree that they put more effort into educating and developing learning aptitude in students after COVID-19. Due to the epidemic catching the majority of educational systems off guard, there has never really been an opportunity to enact improvements in the education sector. Most of the teachers agreed that their position in the post-COVID-19 is not just that of an instructor or the sole content leader but also one of an organizer, counselor, motivator, and manager of learning activities.