Pandemic as Digital Change Accelerator: Sustainable Reshaping of Adult Education Post Covid-19

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dc.contributor.authorSofkova Hashemi, Sylvana
dc.contributor.authorBerbyuk Lindström, Nataliya
dc.contributor.authorBergdahl, Nina
dc.date.accessioned2023-12-26T18:51:21Z
dc.date.available2023-12-26T18:51:21Z
dc.date.issued2024-01-03
dc.identifier.doihttps://doi.org/10.24251/HICSS.2024.814
dc.identifier.isbn978-0-9981331-7-1
dc.identifier.other15b59185-fe49-455d-bc1b-bcf3c8ee80d2
dc.identifier.urihttps://hdl.handle.net/10125/107200
dc.language.isoeng
dc.relation.ispartofProceedings of the 57th Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectTechnological, Educational, and Organizational Impacts of Global Crises
dc.subjectadult education
dc.subjecteducational change
dc.subjectlifelong learning
dc.subjectonline education
dc.subjectteacher professional development
dc.titlePandemic as Digital Change Accelerator: Sustainable Reshaping of Adult Education Post Covid-19
dc.typeConference Paper
dc.type.dcmiText
dcterms.abstractThis 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.
dcterms.extent10 pages
prism.startingpage6793

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Technological, Educational, and Organizational Impacts of Global Crises