Navigating Educational Transformation: The Role of University Teachers in Post-Pandemic– A Case Study of Egyptian Higher Education

Abstract

In the consequences of a crisis such as a pandemic, educational systems often undergo phases of crisis management, which may inadvertently result in a return to pre-disaster educational practices. This study delves into the current role of academic teachers in Egyptian Higher Education post-pandemic, aiming to maintain pandemic-induced advancements and enhance online learning environments. Using a mixed-methods approach, surveys with 51 university academics and interviews with 7 educators were conducted. The findings highlight significant transformations in teacher roles and instructional methods, particularly with the rise of hybrid learning. However, gaps remain in understanding blended learning ratios and promoting student collaboration. Key findings include educators' flexibility, enhanced leadership skills, and the challenge of addressing the digital divide among students. The study addresses the need for comprehensive strategies to ensure equitable access to technology and learning opportunities, while addressing gaps in collaboration and Continuing Professional Development (CPD) among teachers.