Unveiling the path to sustainable online learning: addressing challenges and proposing solutions in Pakistan

Abstract

PurposeThe pandemic's health and social issues have significantly altered the character and manner of teaching and learning in higher education across the country. The use of technology to replace or integrate face-to-face learning with online learning has become a necessary requirement for promoting and continuing learning processes. Furthermore, integrating technology is a goal of Sustainable Development Goal 4 (SDG 4) to make teaching and learning more innovative and sophisticated. This paper is based on a systematic review grounded in a synthesis of research papers and documents analyzing the current status of teachers' pedagogy through online learning modes in the context of Pakistan.Design/methodology/approach Through content analyses of academic studies in higher education and reflection on the online teaching experiences, this study discusses how students' learning is associated with teachers' teaching approaches in the modern era of digitalization and innovation.Findings The review and analysis suggest that online teaching is not viewed as an innovative phenomenon; rather, teachers simply teach their traditionally designed face-to-face courses through the use of technology. The paper suggests that transforming teachers' pedagogical insight to make online learning sustainable is an urgent need for higher education.Originality/value The analysis provides a basis for consideration of teacher learning and quality education (SDG #4) to fulfill the nation’s agenda for sustainable development. The analysis helps educators and administrators in higher education institutions reflect on their policies and practices that have short- and long-term effects on students' learning outcomes.

Comparing University Students’ Performance in the Statistical Processing and Visualization of Laboratory Data before, during and after the COVID-19 Pandemic

“…The survival of the higher education system depends on its adaptability, resilience and sustainability [39]. The COVID-19 pandemic was both an opportunity and challenge for university education, as previously discussed by several authors [40][41][42][43][44]. Although online education provided multiple benefits for both students and teachers, including better time management and flexibility, the sudden shift to emergency online education caused a deterioration in communication skills [45].…”