info@lsme.ac.uk +44 (0) 208 594 8462  E-Learning  Alumni

Transformative Shifts in Education: Post-Pandemic Evolution of Pedagogy

The COVID-19 pandemic disrupted every facet of life, including our approach to education. The indelible impact the epidemic left on education is evident in the post-pandemic restructuring of pedagogy, curriculum, and assessments. This is particularly noticeable in Higher Education, which advances the knowledge and skills of learners to navigate the unique challenges of the 21st century, especially those stemming from the pandemic.

In terms of the pedagogical shift in Higher Education, the traditional classroom setting underwent a profound transformation. Although online teaching and learning, technology integration, the focus on the holistic well-being of the learners, and educating for resilience existed way before the pandemic, these aspects gained prominence during the pandemic, paving the way to transformative shifts in pedagogy, rooted in concepts such as holistic and humanistic learning. These transformative shifts inform the post-pandemic period and emphasise best practices that would assist both educators and learners to ensure a fulfilling teaching and learning experience.


Towards a Holistic and Humanistic Delivery: Dilemmas in Choosing Classroom Settings

When the pandemic compelled a shift from the traditional classroom to online and hybrid modalities due to lockdown and social distancing measures, educators focused on devising strategies for engaging students in this new environment. While success stories of online and blended learning exist, showcasing the resilience of education, some critics point out that online learning is a ‘double-edged’ sword, with both beneficial effects and considerable challenges (Lucas and Vicente, 2022).

Recent research emphasises that a fully online educational experience poses additional challenges in cultivating a holistic and humanistic delivery for learners, especially due to the distanced student-teacher relationships (Singh, Steele and Singh, 2021; Taglialatela, 2023), the relative isolation learners experience within their home environment (Barrot and Fernando, 2023), disruptions inherent to the home environment (Em, 2023), lack of student engagement, lack of a sense of community (Hollister et al., 2022), and the absence of a purposeful setting pre-designed for learning. These factors limit the capabilities of online provision to fully accommodate a holistic and humanistic delivery within the online learning paradigm.

Although the hybrid model offers a more nuanced opportunity to address the aforementioned inadequacies of online learning and offer greater flexibility, the lack of engagement, interaction, and a purposeful learning setting can disrupt quality education. This is especially true in accommodating learning for individuals with varying levels of intrinsic and extrinsic motivation towards learning. Not all learners possess the same motivation, interest and enthusiasm for learning and thus responsibility lies within the educators to harness a suitable mentality for learning. Moving forward in the post-pandemic context, the ultimate pedagogical responsibility lies with educators. They need to identify which modality amongst online, hybrid and onsite suits the learners based on their intrinsic and extrinsic motivations, and simultaneously ensure a holistic and humanistic delivery that considers the totality of the human experience crucial.

Technology Integration: A Priority for Holistic and Humanistic Delivery

Another notable transformation in education is the increased integration of technology to provide learners with a more holistic and humanistic learning experience. During the pandemic, educators and institutions embraced digital tools such as video conferencing platforms, collaborative software, learning management systems, and gamification platforms. These tools ensured effective student engagement, a sense of community and belonging, and an atmosphere of togetherness and collaboration, opening new avenues for interactive and dynamic learning experiences and countering the setbacks evidenced in online learning. These best practices inform the post-pandemic context, utilising technology within the traditional classroom setting for a more student-centric experience.

Additionally, the humanistic focus of education, combining efforts to merge education with entertainment using multimedia technology, often conceptualised as edutainment, has received increased attention. This fosters a perspective that education should not only satisfy the thirst for knowledge and skills but also promote increased creativity, innovation, and a sense of self-actualisation.

A More Significant Undertaking: Strengthening Emotional and Mental Well-being of Learners

One of the most significant transformations in education post-pandemic is the increased focus on the emotional and mental well-being of learners. The pandemic jeopardized the emotional and mental well-being of many learners, causing social isolation, and restricting opportunities for socialising and experiencing the student journey with companionship and within a purposeful educational setting (Office for National Statistics, 2020). It further exuberated academic stress and digital fatigue of the learning experience, limiting access to support systems available. In the post-pandemic period, there is an increased emphasis on the educator’s role and agency in enhancing the emotional and mental well-being of learners (Lee and Kwon, 2023). The friendly and welcoming personality of an educator, enable students to openly share their concerns, grievances and personal struggles, and to receive non-judgemental support to guide them through different hurdles, helping learners develop a sense of confidence and resilience.

Educating for Resilience: An Emphasis on Fostering Transferrable and Practical Skills

A key lesson the pandemic emphasised was that the purpose of education should transcend beyond the acquisition of knowledge and subject-specific skills to foster transferable and practical skills essential for navigating an ever-changing world. In today’s dynamic landscape, where uncertainties are inevitable, fostering resilience is mandatory for success. Educators thus consider that their pedagogical approaches should equip learners with adaptable skills such as critical thinking, problem-solving, effective communication, and collaboration. This approach would not only prepare students to thrive in academia but beyond in their personal and professional lives.


In the aftermath of the COVID-19 pandemic, education stands at a crossroads, shaped by transformative shifts that have redefined pedagogy, embraced technology, and prioritised the holistic development of learners. The restructuring of traditional classrooms and the emergence of online and hybrid models underscore the resilience and adaptability of education in the face of unprecedented challenges. However, as we navigate the post-pandemic educational landscape, it is crucial to recognise that the journey is far from over. The dilemmas in choosing the ideal classroom settings among the online, onsite and hybrid modalities, the imperative integration of technology, the heightened focus on learners’ emotional and mental well-being, and the emphasis on educating for resilience propel us towards a future where education is focused on making a lasting difference to the lives of the learners equipping them not just for academic success but for the navigating challenges of the ever-evolving world.

Pedagogical shifts in education inform educators of the pivotal role and agency they possess in equipping learners with the knowledge, skills, attitudes and values needed to successfully navigate uncertainty and volatility with resilience and adaptation. The post-pandemic evolution of pedagogy is an ongoing narrative, and it is our collective responsibility to ensure that it reflects the values of inclusivity, innovation, and a steadfast dedication to nurturing the full potential of every learner. In doing so, we pave the way for a future where education becomes not only a response to challenges but a beacon guiding us towards a more enlightened and empowered society.

At LSME, we consider pedagogical innovation, adhering to the principles of holistic and humanistic education, pivotal in our education provision. During the pandemic, we demonstrated adaptability and resilience through a smooth transition to online and hybrid learning. In the post-pandemic context, we are well-informed about pedagogical best practices, and through continuous training and development, we equip both our academic and administrative staff on how to ensure that the student experience comes first and is at the heart of everything we do.

Our commitment to delivering high-quality teaching, learning, and outcomes for our students is evident in our overall Teaching Excellence Framework (TEF) 2023 Silver rating and the Gold rating for student experience. Over the last few years, we have systematically integrated state-of-the-art technology to deliver an unparalleled experience for our students. Technological integration remains a core focus of LSME, with further plans aligned with our Cambrian House Extension Project, enabling our students to access better and modern-day technological facilities.

Our academic staff consistently monitor the emotional and mental well-being of our students, and their friendly approach to educating mature learners enables students to build trust and confidence. We continue to provide a confidential in-house counselling service to support students facing challenges to their mental health.

The focus on imparting knowledge and skills for resilience has been our mission throughout, encouraging students for lifelong learning and unleashing the power of education in facing concurrent challenges of the 21st century.

Bibliography

Barrot, J.S. and Fernando, A.R.R. (2023) ‘Unpacking engineering students’ challenges and strategies in a fully online learning space: The mediating role of teachers’. Education and Information Technologies, 28. Available at: https://doi.org/10.1007/s10639-023-11598-8 (Accessed: 10 January 2024). 

Em, S. (2021) ‘Challenges of Online Learning during the COVID-19 Pandemic: A Survey of Cambodian High School Students’. Cambodian Journal of Educational Research, 1(2), pp.96–108. Available at: https://doi.org/10.62037/cjer.2021.01.02.09 (Accessed: 10 January 2024). 

Hollister, B., Nair, P., Hill-Lindsay, S. and Chukoskie, L. (2022) ‘Engagement in Online Learning: Student Attitudes and Behavior During COVID-19’. Frontiers in Education, 7. Available at: https://doi.org/10.3389/feduc.2022.851019 (Accessed: 10 January 2024).

Lee, J. and Kwon, K.H. (2023) ‘Promoting Sustainable Learning in the Post-Pandemic Era: Focused on the Role of Motivation, Growth Mindset, Self-Regulated Learning, Well-Being, and Smart Device Utilization’. Sustainability, 15(17). Available at: https://doi.org/10.3390/su151713247 (Accessed: 18 January 2024).

Lucas, M. and Vicente, P.N. (2022). ‘A double-edged sword: Teachers’ perceptions of the benefits and challenges of online teaching and learning in higher education’. Education and Information Technologies, 28. Available at: https://doi.org/10.1007/s10639-022-11363-3 (Accessed: 14 January 2024).

Office for National Statistics (2020) Coronavirus and the impact on students in higher education in England: September to December 2020. Available at: https://www.ons.gov.uk/peoplepopulationandcommunity/educationandchildcare/articles/coronavirusandtheimpactonstudentsinhighereducationinenglandseptembertodecember2020/2020-12-21 (Accessed: 19 January 2024).

Singh, J., Steele, K. and Singh, L. (2021) ‘Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world’. Journal of Educational Technology Systems, 50(2). Available at: https://doi.org/10.1177/00472395211047865 (Accessed: 14 January 2024).

Taglialatela, A. (2023) ‘Implementing Holistic and Humanistic Approaches in a Remote Flipped English Translation Module’. International Journal of Linguistics, 15(3). Available at: https://doi.org/10.5296/ijl.v15i3.20949 (Accessed: 17 January 2024).

Skip to content