View in EDS PDF Full Text

Knowledge Sharing as a Catalyst: Quantifying Teacher Readiness for Emergency Remote Teaching Toward Sustainable Development.

Saved in:
Bibliographic Details
Title: Knowledge Sharing as a Catalyst: Quantifying Teacher Readiness for Emergency Remote Teaching Toward Sustainable Development.
Authors: Mirķe, Evija1 (AUTHOR) mirkeevija@gmail.com, Tzivian, Lilian2 (AUTHOR), Jākobsone-Šņepste, Guna1 (AUTHOR), Kapenieks, Atis1 (AUTHOR)
Source: Journal of Teacher Education for Sustainability. Jun2026, Vol. 28 Issue 1, p134-151. 18p.
Subject Terms: *Collaborative learning, *Core competencies, *Teacher education, *COVID-19 pandemic, *Distance education, Information sharing, Capacity building, Sustainable development
Abstract: The COVID-19 pandemic triggered an abrupt transition to emergency remote teaching (ERT), exposing systemic vulnerabilities and accelerating practice-based professional development. This study examines how teachers' adaptation to ERT provides insights for designing sustainable professional learning systems. Using learning curve (LC) models, we analyze the dynamics of skill acquisition across subject areas and identify knowledge sharing as a critical factor in competence development. Findings suggest that collaborative learning and digital competence – both of which intensified during the pandemic – should be embedded in teacher education for sustainable development (ESD), ensuring preparedness for future disruptions and fostering lifelong learning. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Teacher Education for Sustainability is the property of Paradigm Publishing Services and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:The COVID-19 pandemic triggered an abrupt transition to emergency remote teaching (ERT), exposing systemic vulnerabilities and accelerating practice-based professional development. This study examines how teachers' adaptation to ERT provides insights for designing sustainable professional learning systems. Using learning curve (LC) models, we analyze the dynamics of skill acquisition across subject areas and identify knowledge sharing as a critical factor in competence development. Findings suggest that collaborative learning and digital competence – both of which intensified during the pandemic – should be embedded in teacher education for sustainable development (ESD), ensuring preparedness for future disruptions and fostering lifelong learning. [ABSTRACT FROM AUTHOR]
ISSN:16914147
DOI:10.2478/jtes-2026-0008