What did we learn from schooling practices during the COVID-19 lockdown?

Stephanie Carretero, Joanna Napierala, Antonis Bessios, Eve Mägi, Agnieszka Pugacewicz, Maria Ranieri, Karen Triquet, Koen Lombaerts, Nicolas Robledo-Bottcher, Marco Mantanari, Ignacio Gonzalez-Vasquez

Research output: Book/ReportCommissioned report

Abstract

The unprecedented shift to remote schooling introduced in many countries in the spring of 2020 as one of the preventive measures to stop the spread of COVID-19 gave us the opportunity not only to analyse the strengths and weaknesses of remote schooling, but also to reflect on how education is being provided in general. We interviewed in total around 150 key stakeholders coming from five Member States that represent different degrees of readiness to use digital technologies in education. We aimed to obtain different perspectives about the remote schooling experience collecting insights from various groups, namely students, parents, teachers and school leaders. The topics discussed with study participants related to their experience and perceptions on: unequal access to education, learning tools and content available and put in place through urgent measures, digital and social and emotional competences to face and develop remote schooling, the assessment and certification of students' learning progress, as well as their psychological well- being.
Original languageEnglish
Place of PublicationLuxembourg
PublisherPublications Office of the European Union
Commissioning bodyEuropean Commission Joint Research Centre (JRC)
Number of pages169
ISBN (Print)978-92-76-28418-5
DOIs
Publication statusPublished - 2021

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