Jessica N Jacovidis, Tracy E Bousselot and Kristine L Chadwick—Inflexion
This study illuminates the rarely explored positive innovations and enhanced learning experiences that emerged during the COVID-19 pandemic by gathering data from educators who navigated the challenges of digital learning. Specifically, the study investigates the experiences of International Baccalaureate (IB) teachers and schools in adapting to digital learning and teaching during the pandemic. This was accomplished through virtual school visits, which involved individual and group interviews with 103 IB educators, and a school survey with 782 respondents from 223 schools. Special attention is given to representation across IB programmes, regions, languages of instruction, school size, and school type (state-funded and private). Teacher and school resilience in response to the pandemic created opportunities for innovation and adaptation along three main themes. Teachers explored new approaches for learning and teaching with technology, focused on supporting student access, engagement and well-being, and increased collaboration with parents and the school community. While this study highlights the significant transformation of schools, it also identifies a potential ‘boomerang effect’ due to a desire to return to normalcy. By emphasizing lessons learned from innovative learning and teaching during the pandemic, there is an opportunity to continue to innovate and adapt so that schools will be prepared to face future challenges and ensure the best education for all students.
