EVENT Jun 24
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re-envisioning higher education for a post-pandemic world: Apprehensions, challenges and prospects

Categories: Lingustics
Event Date: 2021-06-24 to 2021-06-25 Abstract Due: 2021-03-15

The COVID-19 pandemic and the subsequent quarantine measures taken to contain its spread have forced higher education institutions globally to take an unprecedented move, shifting inperson classes to online platforms as modes of delivery. Immediately, educators and students
found themselves forced to step out of their comfort zone, starting to explore new ways of
teaching and learning. In their confinement, and with little to no technical preparedness,
teachers were tasked with designing and delivering their lessons online. While this was (and
perhaps still is) the most realistic alternative to ensure educational continuity, recent reports
indicate that universities’ efforts to ‘move online’ were hampered by numerous challenges,
including issues with internet bandwidth, digital inequities, financial cost, lack of technical
preparedness for educators, and self-regulation skills for students.
Notwithstanding all the downsides associated with online delivery, several insights have
emerged. The sudden imperative to use educational technology and the following large-scale
demand and experimentation with it have not only exposed the level of readiness among higher
education institutions globally, but also increased the legitimacy of integrating it in universities’
pedagogical offer. Thus, the debate, even among skeptics, should no more be centered on
Re-envisioning Higher Education for a Post-Pandemic World:
Apprehensions, Challenges and Prospects
June 24-25, 2021
whether to adopt online education or not, but how to maximize and sustain its quality for all
users. Most importantly, envisioning a post-pandemic higher education must trigger a sense of
urgency among the educational community not only to mitigate the possible negative outcomes
of emergency remote education but also ensure that we are ready for the next crisis. In so doing,
higher education stakeholder should examine the various short and long-term implications of
the crisis and re-design a sustainable education model in which no one is left behind. Pedagogywise instructors, both novice and experienced, need to reflect critically on their pitfalls and seek
improved mechanisms for online delivery. Research-wise, scholarly endeavors should shift
from merely listing the perks of educational technologies to finding working solutions to their



Oulaid Amzaourou