The Evolution of Online and Hybrid Teaching Policies After the Pandemic and Their Impact on Educational Equity

Education Studies, Durham University, Durham, DH1 3QR, United Kingdom

^* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract

Since the outbreak of the COVID-19 pandemic in 2019, educational systems around the world have rapidly shifted to online teaching. This transformation has accelerated the application of digital technology in education and led to significant changes in educational policies. After the outbreak, online teaching has been as a regular part of the education practice is adopted. As a result, questions about equity in education have become increasingly important. This review examines the new champions league since the outbreak of online teaching and the development of hybrid teaching policy, and to explore the impact of these policies on education equity. The review focused on research published since 2019 and identified three main types of policy responses: policies related to digital access, curriculum and assessment adjustments. The findings suggest that these policies helped maintain continuity of education during and after the pandemic. However, differences still exist between urban and rural areas, families of different socioeconomic backgrounds, and students with disabilities, ethnic minority backgrounds or language barriers. The commentary notes that short-term policy responses are not sufficient to address long-term education problems. Future educational policies need to provide ongoing support and consider the diverse needs of different student populations in blended learning environments.