چکیده مقاله
The COVID‑۱۹ pandemic caused one of the most significant disruptions in the history of global education, forcing educational systems to rapidly adapt to unprecedented circumstances The sudden closure of schools and universities across the world compelled institutions to shift from traditional face‑to‑face instruction to remote and technology‑mediated learning environments This paper critically examines the consequences of the COVID‑۱۹ pandemic on the transformation of the educational system and explores the patterns of change emerging in the post‑COVID era The study analyzes how the crisis accelerated digital transformation, reshaped pedagogical practices, exposed structural inequalities, and encouraged institutional innovation The pandemic functioned both as a disruptive event and as a catalyst for long‑term educational reform Through a qualitative review of existing literature and educational reports, the study identifies key trends including the expansion of hybrid learning models, increased reliance on digital technologies, evolving roles of educators, and growing concerns regarding educational equity While many institutions faced challenges such as limited technological infrastructure, lack of teacher preparedness, and unequal student access to digital resources, the experience also stimulated experimentation with new instructional strategies and flexible learning environments The findings suggest that the educational transformations triggered during the pandemic are likely to continue shaping teaching and learning practices in the future However, the sustainability and effectiveness of these changes depend on policy support, investment in digital infrastructure, and continuous professional development for educators
کلیدواژهها
نویسندگان
Mojtaba Jalilzade Heidarlou
M A in English language Teaching, Urmia Azad University, Urmia, Iran
شیوه ارجاع
Jalilzade Heidarlou، Mojtaba،1405،Analyzing the Educational Transformation Triggered by COVID ۱۹: Patterns of Change in the Post Pandemic Era،بیست و نهمین کنفرانس ملی روانشناسی علوم تربیتی و اجتماعی،بابل
ارائهشده در
مجموعه مقالات بیست و نهمین کنفرانس ملی روانشناسی علوم تربیتی و اجتماعی27 فروردین 1405 · بابل