DefinePK

Abstract

The COVID-19 pandemic caused never seen disturbances to educational systems globally, therefore teachers had to quickly adapt to distance learning. This qualitative phenomenological research investigates the lived experiences of Pakistani teachers who conducted distance learning both during and following the pandemic. Focus on their emotional and psychological challenges and their learning experience towards pedagogical transformation and adaptation in the distance learning. Also focus on post pandemic reflection. Based on in-depth interviews of semi structured typed was used to collect the data from the twelve teachers from 6 public school teachers and 6 from private schools in Karachi, this research reveals the emotional, technical, and pedagogical difficulties they encountered as well as the tactics they used to fit changing circumstances. The purposive sampling was used to focus specific participants. Trustworthiness was to ensure quality of research. The results show themes of professional resiliency, digital exclusion, educational transformation, and post-pandemic thoughts. Implications for educational policy, teacher preparation, and digital equity are addressed to guide future readiness and systemic change.