AN EXPLORATION OF HOW THE COVID-19 PANDEMIC HAS SHAPED DIGITAL PEDAGOGY AND INFLUENCED TEACHERS AND LEARNERS -A STUDY BASED ON THE MANGALURU REGION – International Journal of Social Sciences and Management Review

AN EXPLORATION OF HOW THE COVID-19 PANDEMIC HAS SHAPED DIGITAL PEDAGOGY AND INFLUENCED TEACHERS AND LEARNERS -A STUDY BASED ON THE MANGALURU REGION

Author: Keerthan

ABSTRACT

The COVID-19 pandemic necessitated an unexpected, rapid pivot to online education across school districts in Mangaluru. As emergency remote teaching has given way to more permanent integrations of technology-enabled instructional models, there remains a need to examine the resulting outcomes for regional students and teachers. This exploratory study aims to understand how this sudden, immense digital adoption has shaped academic approaches and influenced learners and educators specifically in the Mangaluru area. Using surveys and focus groups, the attitudes, experiences and perceptions of teachers, students, parents and administrators will be analyzed to assess localised trends, benefits, challenges and impacts associated with pandemic-prompted pedagogical transformations. Key dimensions planned for investigation include academic engagement, social-emotional well-being, digital literacy and skills development, teacher workloads and support systems, and student performance and equitable access. By gathering rich insights around stakeholder experiences, the research seeks to provide Mangaluru education leaders, policymakers and curriculum designer’s valuable data for informing effective digital integration strategies, staff support and training programs, and access-improvement initiatives tailored to the needs of regional learner demographics. With technology-immersive classrooms likely persisting post-pandemic, findings will aid local decision-makers in maximising academic promise while safeguarding learner growth and nurturing robust communities of empowered 21st-century teachers and students.

Keywords: Technology-enabled instruction, Academic engagement, Digital literacy, equitable access

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