Analysis and discussion .
Introduction:
This section is focused on providing findings gathered through interviews with the respondents. The main aim of the study is to assess the condition of Egyptian and English schools based on the Covid-19 situation in terms of tools and resources used, strategies taken during the crisis, and information on how e-learning be improved for effective management in the future. Thus, this chapter offers a thematic analysis based on the unique codes generated through participants' transcripts. Moreover, the discussion of the study's findings with the pre-existing research results has helped compare the outcomes of this research.
Coding table;
N
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Theme(s)
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Keywords
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1
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Variation in Available Resources
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Computers, Laptops, I pad.
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2
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Schools’ closure effects.
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Pandemic, e-learning and Math curriculum. School closure.
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3
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The evaluation system
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Evaluation, exams, assignment
e-learning, online platforms.
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4
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Favourable interactions
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Online Conversation, open discussion.
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5
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Monitoring
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Tradition teaching tools. E-learning tools
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Theme 1: Variation in Available Resources:
The theme of "Variation in Available Resources" explores the disparities in teaching resources between England and Egypt and their impact on educational outcomes. This theme encompasses three key aspects: a comparison of teaching resources in England and Egypt, the implications of resource disparities on educational outcomes, and the link between resource availability and student performance.
The study reveals notable differences in teaching resources between England and Egypt. Technology integration in education is more widespread in England, with teachers frequently using tablets, laptops, and digital tools for educational programs and assessments. In contrast, Egyptian classrooms rely more heavily on traditional methods like pens and whiteboards. These disparities have significant implications, as technology-rich resources in England facilitate personalized learning and help monitor student progress. Conversely, limited technology integration in Egypt may hinder students' access to advanced materials and digital skills acquisition, exacerbating educational disparities.
The availability and use of educational resources in England and Egypt have a significant impact on the quality of education and student outcomes. Integrating technology and digital tools in England classrooms promotes student motivation and critical thinking skills, while limited technology integration in Egypt may result in more passive learning encounters. Unequal resource distribution also affects students' acquisition of digital literacy and 21st-century abilities, further exacerbating educational inequities. Disparities in geography and socioeconomics can further divide student opportunities and outcomes in both countries.
Moreover, the availability of educational resources significantly impacts student academic performance. Incorporating technology and digital resources in English classrooms improves student achievement by facilitating engagement and personalized learning. In contrast, the lack of technology integration in Egyptian schools may limit student motivation and fail to address diverse learning needs, resulting in weaker academic accomplishments. Teacher training on utilizing technology is more readily available in England, enabling the delivery of interactive lessons that boost achievement. Access to diverse learning materials also promotes comprehension and research skills for UK students, while restricted material access in Egypt potentially obstructs opportunities for academic growth.
Theme 2: Schools' Closure Effects
The COVID-19 pandemic caused significant disruptions in the education systems of England and Egypt, with widespread school closures and the shift to remote learning (Ali, 2021). Both countries faced challenges in managing education during lockdowns, including limited infrastructure and technology barriers. England's existing technology integration facilitated a smoother transition, although some students lacked devices and internet access (DfE, 2021). In Egypt, the digital divide was more pronounced, with students in rural areas facing difficulties participating in remote learning (UNICEF, 2021).
Hands-on learning opportunities decreased, affecting practical skills development (Pearson, 2021). Motivation and engagement varied, with English students being more motivated due to prior tech experience, while Egyptian students faced motivation drops due to tech issues (EEF, 2021; World Bank, 2021). Existing disparities worsened, with lower-income English students lacking access to technology, and rural Egyptian schools being less prepared (LSE, 2020; UNESCO, 2021). Lockdown isolation also negatively impacted mental health, with teachers in both countries experiencing heightened stress and anxiety (NASUWT, 2021; Abouserie, 2020).
The rapid shift to remote learning posed challenges for teachers and students. Unequal technology access exacerbated disparities, with some students lacking devices and reliable internet in England, and more significant technology barriers in rural areas of Egypt (Ofcom, 2021; World Bank, 2022). Student engagement and motivation decreased without in-person interactions and practical learning opportunities (EEF, 2020; Moustafa, 2021). Curriculum delivery was affected, with English teachers adapting plans to cover missed content, while Egypt faced constraints due to lost instructional time and technology difficulties (Worth, 2022; UNICEF, 2021). Assessing student performance remotely presented additional challenges (Ofqual, 2021; World Bank, 2022).
Both England and Egypt implemented strategies to mitigate the impact of school closures. England's existing technology integration facilitated the transition to online platforms, although access disparities remained (Ofcom, 2021). Egypt faced challenges due to limited infrastructure, but some teachers utilized websites and government tablet initiatives (UNICEF, 2021). Teacher training and support were essential. England benefited from existing digital fluency but required ongoing support, while Egypt urgently needed training in remote teaching skills (DfE, 2020; UNICEF, 2021).
Effective communication between teachers, students, and parents plays a significant role. England utilized Microsoft Teams for collaboration, while Egypt faced connectivity issues that reduced interactions (Luxton & Prater, 2021). Both countries improved support systems for communication and feedback (Dreesen et al., 2020). Blended learning models combining online and in-person approaches proved effective (Bozkurt et al., 2020; Gouda et al., 2021).
Theme 3: The evaluation system;
The evaluation system plays a crucial role in shaping educational outcomes, student motivation, and academic achievement. This theme explores the evaluation practices in the educational contexts of England and Egypt, highlighting their implications and impact on various aspects of education. It analyzes the grading methods employed in both countries, examines the relationship between grading systems and educational quality, and investigates how grading practices influence students' motivation and academic performance.
In England, the evaluation system aligns with national curriculum standards and focuses on comprehensive assessments that holistically evaluate students' skills, including problem-solving (Ofqual, 2018). The integration of technology platforms like DrFrost and OneNote has enhanced online assessments, promoting practical application and subject expertise (DfE, 2021; CBI, 2021). This comprehensive approach to evaluation mirrors the demands of the modern workforce and fosters students' preparedness for a competitive job market (Johnson, 2021). Furthermore, effective grading practices in England provide timely feedback to students, enabling them to monitor their progress and make necessary improvements (Williams, 2019).
On the other hand, Egypt faces challenges in its evaluation system, particularly in terms of resources and disruptions caused by the pandemic. Teachers in Egypt report significant decreases in evaluation practices during lockdowns due to difficulties in remote learning, negatively impacting student comprehension and progress (Unicef, 2021). The absence of appropriate grading methods during closures has implications for teachers' instructional guidance and identifying student support needs (ILO, 2020). Consistent evaluation is crucial for validating grades and measuring students' skills (World Bank, 2020). The lack of regular evaluations in Egypt raises concerns regarding the reliability of academic assessments and impedes students' ability to assess their comprehension and progress (Ahmed, 2022; Mohamed & Ibrahim, 2021).
The benefits of a comprehensive evaluation system aligned with standards and curriculum goals are evident in England. Integrating technology enhances practical assessment and adaptation. However, equitable access to resources remains essential, especially in the context of remote learning. Consistent, high-quality evaluations support student growth and validate academic accomplishments (EPI, 2021).
The divergence in evaluation methods employed in England and Egypt has noteworthy consequences for educational outcomes. In England, comprehensive assessments aligned with the national curriculum contribute to students' preparedness for a competitive job market by developing problem-solving and critical thinking skills (Smith, 2020). Effective grading practices offer prompt feedback to students, allowing them to monitor their progress and make necessary enhancements (Williams, 2019). Conversely, the absence of adequate evaluation procedures in Egypt during the lockdown raises concerns regarding the reliability of academic evaluations (Ahmed, 2022). The lack of regular evaluations may hinder students' ability to assess their comprehension and progress, impeding their academic development and readiness for future endeavours (Mohamed & Ibrahim, 2021). Furthermore, variations in grading methods may amplify pre-existing educational disparities, disadvantaging students who face challenges accessing resources or lack sufficient support (Abdullah, 2020).
The correlation between the evaluation system and education quality is significant. The evaluation system reflects a nation's educational priorities, values, and strategies (Williams, 2019). In England, the focus on comprehensive assessments aligns with the broader goal of developing well-rounded individuals who can succeed in a competitive global environment (Johnson, 2021). However, Egypt's difficulties in maintaining evaluation practices during lockdowns highlight the vulnerability of its education system when faced with unforeseen disruptions, pointing to a misalignment between objectives and challenges (Ahmed, 2022). The evaluation system is closely linked to the effectiveness of instruction and educational outcomes. In England, comprehensive assessments prompt teachers to employ innovative teaching approaches that foster students' intellectual curiosity and creativity (Anderson, 2022). The challenges encountered in Egypt reveal weaknesses in an education system heavily dependent on conventional teaching approaches, hindering teachers' ability to evaluate instruction and implement required modifications (Mohamed & Ibrahim, 2021).
A properly organized evaluation system also promotes educational fairness and responsibility. In England, a holistic assessment approach minimizes the risk of bias or discrimination, fostering inclusivity in education (Taylor, 2020). However, the lack of standardization in Egypt's evaluation pr practices may exacerbate existing inequalities, disproportionately impacting students who face challenges accessing resources or support (Hassan & Ali, 2022). The absence of assessments challenges the education system's accountability in providing equitable access to quality education for all students (Abdullah, 2020).
The impact of the evaluation system on student motivation and academic achievement is significant. In England, the comprehensive assessment approach promotes a growth mindset, active learning, and higher academic achievement (Black & Wiliam, 1998; Stobart, 2008). Students receive constructive feedback that aids their comprehension of strengths and areas requiring improvement (Hattie & Timperley, 2007). In Egypt, the absence of regular assessments and feedback negatively affects student motivation and progress (Zet al., 2021). Without clear evaluation criteria and feedback, students may struggle to understand their academic performance and lack motivation to improve (Ahmed, 2022). The lack of motivation and guidance can lead to lower academic achievement and hinder students' overall educational development (Mohamed & Ibrahim, 2021).
Theme 4: Favourable interactions:
This theme explores the importance of constructive relationships and positive interactions in education, focusing on how communication impacts the interactions between students and teachers. The research emphasizes the need to improve favourable interactions within academic settings to enhance learning outcomes.
Establishing effective ways for teachers and students to interact is crucial for creating a productive learning environment, encouraging active participation, and promoting academic growth (Zyngier, 2012). Positive interactions facilitate the smooth flow of thoughts, questions, and feedback between teachers and students (Swalander & Taube, 2017). Platforms such as Microsoft Teams and OneNote in England have been designed to prioritize effective communication, fostering an interactive virtual classroom (Department of Education UK, 2021). These platforms enable students to actively join discussions, seek clarification, and ask questions (Henrie et al., 2015). Digital tools like interactive whiteboards and websites also increase student engagement (Mayer, 2021).
However, it is important to acknowledge the limitations faced by certain regions. For example, in Egypt, unreliable internet access has hindered the establishment of solid teacher-student relationships (UNESCO, 2020). Limited access to technology prevents students from actively participating in real-time debates, obtaining immediate answers, and expressing their opinions effectively (OECD, 2015). This communication barrier can make students feel isolated and disengaged (Rapanta et al., 2020).
Favourable interactions rely on building trust and rapport between teachers and students (Frymier & Houser, 2000). Good communication helps create a sense of inclusion and connection (Roorda et al., 2011). In England, online conversations, chat functions, and platforms like OneNote contribute to humanizing virtual learning (Majumdar, 2022). Students feel appreciated when their questions are promptly addressed, and their contributions are recognized, fostering trust and rapport (Henrie et al., 2015). However, in Egypt, the lack of suitable communication methods may hinder the formation of strong interpersonal bonds (Ghosn-Chelala, 2021). Infrequent engagement between students and professors can hinder the development of a strong rapport, disconnecting academic progress from the learning process (Kintu et al., 2017). The absence of in-person interaction may lead to feelings of physical and emotional detachment (Rapanta et al., 2020).
Effective interaction is crucial for conveying information clearly and comprehensively (Brady et al., 2010). In England, platforms like Microsoft Teams and OneNote systematically distribute learning materials, assignments, and resources (Department of Education UK, 2021). Clear communication regarding objectives, deadlines, and assessment criteria helps students manage their learning effectively (Nilson, 2016). However, in Egypt, inadequate internet access and a lack of digital tools hinder the distribution of information (UNESCO, 2020). Unclear communication regarding assignments, exams, and schedules can frustrate and confuse students (Ghosn-Chelala, 2021). Poor communication may discourage students from fully engaging in the learning process (Streiner et al., 2014).
Positive interactions also contribute to the creation of a supportive and inclusive learning environment (Lizzio et al., 2002). In England, teachers proactively address technology issues and adapt instruction to meet diverse student needs, promoting inclusivity (Department of Education UK, 2021). Students who require assistance are encouraged to seek support without fear of delayed attention (Wong et al., 2017). However, Egypt's limited effective communication channels may exacerbate feelings of isolation for students without digital access (UNESCO, 2020). Students facing technology problems or needing additional help may struggle to express their needs effectively (Ghosn-Chelala, 2021). Feeling excluded in this manner could hinder their progress (Rapanta et al., 2020).
To foster better communication in educational settings, several strategies can be implemented. These include building rapport and trust between teachers and students, leveraging interactive technology, maintaining open channels for questions and clarification, communicating expectations and objectives clearly, facilitating active student participation, demonstrating transparency and approachability, setting guidelines for respectful discourse, accommodating diverse communication needs, soliciting frequent student feedback, and involving parents and guardians (Bergman, 2019; Wang et al., 2021; Scott et al., 2019; Wong et al., 2018).
Implementing these strategies requires proactive effort and a supportive culture. However, the benefits are immense. Students are more motivated, feel valued, engage in deeper learning, and develop skills for success when communication is prioritized. Teacher-student connections strengthen, fostering a positive learning environment. Ultimately, effective communication allows education's guiding purpose to be fulfilled: empowering students to reach their full potential. The strategies explored provide a roadmap toward this vision by helping schools become communicative, caring, and inclusive communities.
Theme5: Monitoring;
Monitoring student progress and engagement in education is vital for achieving optimal learning outcomes. This theme explores how educational institutions in England and Egypt have adapted effective monitoring strategies in face-to-face and online learning settings.
Institutions in England have demonstrated adaptability and resilience, especially during uncertain times such as the COVID-19 pandemic (Cahapay, 2022). They swiftly shifted to online learning, utilizing digital tools and platforms like video conferencing and learning management systems (Majumdar, 2022). Investments were made in developing digital resources such as video lectures and online textbooks to support self-directed learning (Lederman, 2020). Teachers were provided with training opportunities to enhance their virtual teaching skills and effectively manage remote classrooms (Ghosn-Chelala, 2021). Institutions also expanded their assessment approaches, incorporating open-book exams and collaborative assignments (Daniel, 2020). Virtual support services were improved to assist students with remote learning challenges and provide mental health support (Lederman, 2021). Institutions fostered transparent communication with stakeholders through regular updates and virtual town halls (Watermeyer et al., 2021). Hybrid learning models were implemented to cater to diverse preferences and requirements (Majumdar, 2022). Collaboration and knowledge exchange among institutions facilitated the sharing of successful practices (Daniel, 2020).
In Egypt, educational institutions quickly adopted online learning methods, utilizing various platforms and communication tools (Ghosn-Chelala, 2021). Digital resources such as online libraries and video lectures were created to enhance traditional teaching (Abou-El-Kheir, 2021). Assessment methods were adapted to include alternative formats (Zalat et al., 2021). Teachers were supported through workshops and online courses (Abdulrahman et al., 2022). Communication strategies ensured stakeholders were well-informed (Ghosn-Chelala, 2021). Adaptable curriculum delivery methods were implemented to enhance student engagement (Abou-El-Kheir, 2022). Holistic student support services were prioritized, including virtual counselling and technical helplines (Lederman, 2021). Institutions collaborated to share best practices and improve the quality of online education (Khalil et al., 2021). Blended learning approaches were explored to offer diverse learning opportunities (Ghosn-Chelala, 2021). Assessment and grading methods were revised to emphasize continuous assessment and qualitative feedback (Zalat et al., 2021). Accessibility measures were implemented to promote inclusivity (Abou-El-Kheir, 2022). Institutions focused on future preparedness by investing in digital infrastructure and faculty readiness (Mohamed & Ibrahim, 2021).
Reflect on research question:
RQ1- What capabilities and facilities do the schools have for e-learning?
The investigation into the capabilities and facilities for e-learning in schools in England and Egypt revealed significant discrepancies between the two countries. The schools in England demonstrated a higher level of readiness and access to e-learning tools and resources, particularly during the lockdown period. On the other hand, the schools in Egypt faced challenges in terms of limited access to necessary facilities for e-learning.
In England, schools had established infrastructure and resources to support e-learning initiatives. They had access to a variety of digital devices such as computers, laptops, and tablets, which facilitated online learning activities. Additionally, schools in England had reliable internet connectivity, enabling seamless communication and access to online educational resources. The use of learning management systems and digital content resources was also prevalent in these schools, allowing for effective organization and delivery of online lessons.
In contrast, schools in Egypt encountered difficulties in providing adequate e-learning capabilities and facilities. Limited access to digital devices and internet connectivity posed significant challenges for conducting online education. Many schools in Egypt lacked the necessary infrastructure to support e-learning initiatives, making it difficult for students and teachers to access online resources and participate in remote learning activities. The absence of comprehensive learning management systems and digital content resources further hindered the implementation of effective e-learning strategies.
The findings highlight the disparities in e-learning capabilities and facilities between schools in England and Egypt. The more advanced infrastructure and resources available in schools in England allowed for a smoother transition to e-learning during the lockdown period. In contrast, the limited capabilities and facilities in schools in Egypt revealed the need for further investment and support to enhance e-learning opportunities.
It is important to note that these findings may not be representative of all schools in England and Egypt, as the research focused on a specific sample or context. Individual schools within each country may exhibit variations in their capabilities and facilities for e-learning. Further research and investigation are necessary to gain a comprehensive understanding of the broader landscape of e-learning capabilities in schools across both countries.
RQ2- What skills and tools do the teachers have to use e-learning to implement the curriculum objectives?
The investigation into the skills and tools available to teachers for implementing e-learning and addressing curriculum objectives revealed contrasting experiences between the two countries. In Egypt, only two teachers had prior experience with e-learning during the closure period, while in England, teachers had a more widespread ability to utilize e-tools and e-learning. However, both schools encountered challenges in effectively covering the math curriculum using e-learning.
In England, teachers demonstrated a higher level of proficiency in using e-learning tools and technologies to support curriculum objectives. They had access to professional development opportunities and training programs that equipped them with the necessary skills to effectively integrate e-learning into their teaching practices. The teachers in England were able to leverage e-tools and e-learning platforms to deliver math lessons, engage students in interactive activities, and provide personalized instruction.
In contrast, the limited exposure to e-learning among teachers in Egypt resulted in a lack of familiarity with the tools and skills required for effective implementation. Only two teachers had prior experience with e-learning during the closure, indicating that the majority of teachers faced significant challenges when transitioning to remote teaching. The lack of training and professional development opportunities hindered their ability to utilize e-learning tools and technologies effectively.
Both schools, despite the disparities in teacher skills and tools, encountered difficulties in covering the math curriculum using e-learning. The transition from traditional classroom instruction to online platforms presented unique challenges, including maintaining student engagement, providing hands-on activities, and addressing individual learning needs. The limitations of e-learning platforms and the absence of face-to-face interaction posed additional obstacles in delivering a comprehensive math curriculum.
The findings highlight the importance of providing adequate training and support for teachers to effectively use e-learning tools and technologies. In both Egypt and England, further investment in professional development programs and resources can help equip teachers with the skills necessary to navigate e-learning environments and implement curriculum objectives successfully.
It is worth noting that these findings are based on the experiences of a limited number of teachers in Egypt and may not be representative of all schools or teachers in the country. Further research is needed to gain a broader understanding of the skills and tools available to teachers for implementing e-learning and addressing curriculum objectives in both countries.
Suggestions for Promoting Adaptability and Resilience in the Education System:
Promoting adaptability and resilience in the education system is crucial, especially in the face of challenges like the COVID-19 pandemic. Based on the teachers who participated in this study, several recommendations can be made to promote adaptability and resilience in the education system.
- Embrace technology: Educational institutions should prioritize incorporating technology in teaching and learning methodologies. This can be achieved by providing comprehensive training to educators on digital technologies, creating online resources, and establishing a solid virtual learning environment.
- Utilize versatile pedagogical techniques: Educators should embrace diverse teaching methods that cater to different learning styles and requirements. This includes integrating project-based learning, inquiry-based methods, and collaborative assignments to boost student engagement and foster adaptability.
- Incorporate resilience-enhancing skills: Teach students stress management, time management, and emotional well-being strategies as part of the curriculum. These skills enable students to effectively navigate difficulties, setbacks, and uncertainties, promoting their holistic development.
- Encourage interdisciplinary learning experiences: Provide opportunities for students to engage with various disciplines and acquire different abilities. This expands their knowledge base and equips them with diverse problem-solving strategies, promoting adaptability in different settings.
- Support continuous professional development: Offer frequent workshops, seminars, and online courses to educators to enhance their pedagogical abilities and enable them to adjust their teaching approaches in response to changing conditions.
- Establish support networks: Create platforms within educational institutions for teachers, students, and administrators to share experiences, tactics, and insights. This cultivates cooperation, facilitates the exchange of ideas, and promotes mutual encouragement.
- Prioritize well-being: Implement wellness programs that address the physical, mental, and emotional health of students and educators. Creating a positive and supportive learning environment is essential for fostering adaptability and resilience.
- Develop comprehensive crisis management plans: Educational institutions should have well-defined procedures for addressing disruptions, such as sudden closures or transitions to remote learning. These plans enable a prompt and synchronized response during adversity.
- Form collaborations: Establish partnerships with other institutions, industry experts, and community organizations to incorporate diverse viewpoints and resources. This enriches the education system's capacity to adapt and respond effectively to changing circumstances.
- Promote critical thinking and problem-solving: Incorporate these skills within the educational framework to equip students with the ability to analyse complex scenarios, identify viable solutions, and assess their efficacy. This prepares them for navigating novel obstacles and uncertainties.
Incorporating these suggestions can help promote adaptability and resilience in the education system, ensuring its ability to navigate challenges and provide quality education in changing circumstances.