Successes and Challenges of Online Teaching
Evidence from Primary and Secondary Schools of Sindh
DOI:
https://doi.org/10.5281/zenodo.17021397Abstract
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This study explores the key challenges and successes experienced by teachers and students in primary and secondary schools during this transition. Utilising a mixed-methods approach, quantitative data were collected from 160 teachers, while qualitative insights were derived from nine semi-structured interviews and three focus group discussions with teachers across public, private, and partnership schools. Major challenges included digital illiteracy, unstable internet access, and limited infrastructure. However, increased teacher adaptability, digital content delivery, and professional development in private schools emerged as key successes. The findings highlight the need for improved infrastructure, equitable digital access, and sustained teacher training. Policy recommendations emphasise the integration of blended learning and strong institutional support to enhance online education outcomes in Sindh.
Keywords:
COVID-19, Digital readiness, ICT infrastructure, Online blended learning, Teacher professional developmentReferences
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