Following the closure of schools and universities under precautionary measures to curb the spread of COVID-19, large numbers of students were forced to remain at home. With education disrupted, initiatives and solutions became necessary to overcome the crisis. The most effective answer lies in e-learning and the activation of the distance education system, supported by solid instructional design as the foundation for both e-learning and remote learning.
The solutions are neither too difficult nor too simple, but they can be implemented swiftly. Many options are available: the Ministry of Education can launch its own online platform, broadcast educational content on television, and provide learning materials digitally. Though distance learning must be applied according to the highest standards—with continuous development and evaluation to ensure sustainability—some compromises may be necessary to restart education quickly and effectively.
At this stage, ensuring continuity of education has become one of the greatest challenges for students, teachers, and institutions. We must experiment, adapt, and dedicate significant effort to strengthen methods of teaching and communication between students and teachers, so that the learning process does not come to a halt.
We cannot expect perfect results in this sudden shift. Schools were forced to adopt e-learning at an unprecedented pace, prioritizing continuity above all else amid a pandemic that paralyzed the region. There was no prior preparation or training—for administrators, teachers, parents, or students themselves. Naturally, there are both positives and negatives to adopting such a strategy. Yet, despite its flaws, it remains the best solution available.
If the Ministry provides an e-learning platform, electronic books, and video lessons, it must also empower teachers and instructional designers to take initiative. Many tools are already accessible and easy to deploy: Google made Hangouts Meeting available for free; Microsoft Teams is fully activated and can host virtual classrooms and discussions; teachers can create videos to explain core subjects, especially scientific ones. Lessons, activities, and exercises can be uploaded with ease. Mobile applications, WhatsApp, educational websites, and even television or social media platforms can all be leveraged—with the support of both the education sector and the media.
Let us emerge from this crisis having achieved progress in education as a whole, and for students confined to their homes who continue learning remotely through digital systems. We have multiple alternative pathways, all rooted in e-learning, that can be carried out by ministries or teachers even in the most limited circumstances. Let us work freely to ensure the best outcomes for our students, guided by a principle I always repeat:
“Schools may stop, but education continues for life.”
