Location
Hilton Hawaiian Village, Honolulu, Hawaii
Event Website
https://hicss.hawaii.edu/
Start Date
3-1-2024 12:00 AM
End Date
6-1-2024 12:00 AM
Description
This multi-case study examines the educational change in municipal adult education (MAEd), during and directly after the Covid-19 pandemic. Applying Fullan’s educational change perspective, we analyze teachers’ professional development in terms of evolving materials, changing pedagogies, and altered beliefs about teaching and learning. Data were collected in 2020-2022 from questionnaires, interviews, and question-answer sessions with MAEd teachers (n=140) from the three largest cities in Sweden. The findings demonstrate a pronounced exploration of disparate learning theories, growing recognition of online and hybrid modes of education delivery, remediation of materials, and raised attention to teaching quality and design with clarity and structure. Besides signs of professional development, the study provides empirical evidence for institutional adaptation to respond to crisis, learn from experiences, and emerge prepared for future challenges. Conclusively, the study findings indicate that sustainable reshaping of MAEd requires proactive and strategic leadership that aligns with policy and national directives and grassroots initiatives.
Recommended Citation
Sofkova Hashemi, Sylvana; Berbyuk Lindström, Nataliya; and Bergdahl, Nina, "Pandemic as Digital Change Accelerator: Sustainable Reshaping of Adult Education Post Covid-19" (2024). Hawaii International Conference on System Sciences 2024 (HICSS-57). 2.
https://aisel.aisnet.org/hicss-57/os/global_crises/2
Pandemic as Digital Change Accelerator: Sustainable Reshaping of Adult Education Post Covid-19
Hilton Hawaiian Village, Honolulu, Hawaii
This multi-case study examines the educational change in municipal adult education (MAEd), during and directly after the Covid-19 pandemic. Applying Fullan’s educational change perspective, we analyze teachers’ professional development in terms of evolving materials, changing pedagogies, and altered beliefs about teaching and learning. Data were collected in 2020-2022 from questionnaires, interviews, and question-answer sessions with MAEd teachers (n=140) from the three largest cities in Sweden. The findings demonstrate a pronounced exploration of disparate learning theories, growing recognition of online and hybrid modes of education delivery, remediation of materials, and raised attention to teaching quality and design with clarity and structure. Besides signs of professional development, the study provides empirical evidence for institutional adaptation to respond to crisis, learn from experiences, and emerge prepared for future challenges. Conclusively, the study findings indicate that sustainable reshaping of MAEd requires proactive and strategic leadership that aligns with policy and national directives and grassroots initiatives.
https://aisel.aisnet.org/hicss-57/os/global_crises/2