Challenges in Implementing Lifelong Learning During Pandemic

Lilibeth Hipolito Dela Torre

The coronavirus (COVID-19) pandemic, as well as the associated lockdown and physical separation measures, not only created unprecedented disruption in the provision of education but also spurred innovation in remote learning. W hile access to knowledge and skill development was maintained in specific settings due to a fast transition to remote learning, the pre-existing social and digital gaps robbed the most disadvantaged groups of ongoing education, putting them in danger of falling further behind. A lack of sufficient infrastructure hampered the urgent need to transition to remote learning modes. The difficulties associated with the provision of power, internet connection, insufficient bandwidth, and a lack of network capacity to deal with increasing data use seemed to exacerbate the crisis's difficulties. Students and teachers bore most of the extra data use expenses incurred for distant learning. Due to a lack of suitable platforms and resources, students and teachers are deprived of valuable, shared space to study and work, resulting in a less practical learning experience. Due to a lack of digital abilities, teachers and students are unprepared to embrace distance-learning modalities. Many teachers were ill-prepared to adapt to new teaching methods, keep students interested and motivated in distance learning, and administer lessons remotely. In other instances, teachers were not adequately equipped with the required technology and internet connection and reorienting their training methods in a short amount of time caused a considerable lot of stress, strain, and worry, weakening the teaching staff's working circumstances. Balancing professional and personal obligations, such as their own caregiving tasks, proved difficult for some teachers, and in certain areas, continuing in-person training raised worries about their safety and health. Given the critical role that teachers play in providing an optimum learning environment, these issues, if left ignored, may have a negative impact on the quality of lifelong learning.