Digital Pedagogy in Higher Education During Crises
Summary
Digital pedagogy in higher education has emerged as a critical field of inquiry, particularly in response to crises such as pandemics, natural disasters and geopolitical disruptions. The rapid shift to online and hybrid modes has prompted institutions worldwide to rethink teaching practices, technological infrastructure and support mechanisms. At its core, digital pedagogy encompasses the design and delivery of learning experiences mediated by digital tools, emphasising flexibility, accessibility and resilience in the face of disruption. During the COVID-19 pandemic, universities accelerated the adoption of video conferencing, learning management systems and collaborative platforms, revealing both affordances and afflictions. Affordances included increased reach, personalised learning pathways and data-driven feedback; afflictions comprised digital divides, technostress and concerns over academic integrity. Beyond the immediate emergency, the field continues to explore how to embed sustainable hybrid models that combine asynchronous resources, synchronous interaction and authentic assessment. Emerging research addresses institutional policy, leadership development and equitable access, recognising that digital preparedness is not merely a technical challenge but an organisational and pedagogical one. Globally, these developments underscore the necessity of resilient educational ecosystems that can adapt teaching strategies, support staff well-being and maintain academic quality under duress. Practical applications range from scalable online modules in low-resource settings to leadership training in digital capability, illustrating the broad impact of digital pedagogy on the future of higher education.
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Digital Pedagogy in Higher Education During Crises publication trend
The graph below shows the total number of articles in digital pedagogy in higher education during crises across all publications each year (not limited to Nature Index journals).
Technical terms
Digital pedagogy: The design and facilitation of teaching and learning through digital tools and platforms.
Emergency remote teaching: Rapid, temporary transition of courses to online delivery in response to crises.
Hybrid learning: Integrated instructional approach combining in-person and online modalities.
Technostress: Psychological strain arising from the use and management of digital technologies.
Scaffolded assessment: Step-wise evaluative tasks that provide structured support and feedback.
References
- Beyond emergency remote teaching: did the pandemic lead to lasting change in university courses?. International Journal of Educational Technology in Higher Education (2023).
- The role of contextual and individual factors in successful e-learning experiences during and after the pandemic – a two-year study. Journal of Computers in Education (2024).
- COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration. Higher Education (2020).
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