[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602980-105":59,"doc-detail-602980-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","let-the-learners-lead-the-worldwide-transition-into-post-digital-age-post-pandemic-education-paper-recommendations","LET THE LEARNERS LEAD: THE WORLDWIDE TRANSITION INTO POST-DIGITAL AGE, POST-PANDEMIC EDUCATION - Paper Recommendations","","Global desk research on COVID-19’s effects and planned education responses across roughly sixty countries shows that widespread disruption significantly deepened existing inequalities. Although large-scale investment in educational technology is widely assumed to be the key solution, few of the studied documents demonstrate ‘radical creativity’ and many aim to restore former arrangements. The central recommendation is to place learners in control through supportive schooling, self-directed curricula, teacher coaching, universal connectivity, and personalized, learner-chosen assessment, enabling post-digital, post-pandemic transformation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/let-the-learners-lead-the-worldwide-transition-into-post-digital-age-post-pandemic-education-paper-recommendations/602980/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/let-the-learners-lead-the-worldwide-transition-into-post-digital-age-post-pandemic-education-paper-recommendations/602980.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the research conclude about COVID-19’s impact on education?","Question",{"text":112,"@type":113},"COVID-19 disruption significantly worsened existing inequalities across countries and student groups.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is large investment in educational technology not considered sufficient on its own?",{"text":117,"@type":113},"Many documents rely on technology investment but show limited ‘radical creativity’ and often default to restoring familiar arrangements.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the paper’s main recommendation for post-pandemic education?",{"text":121,"@type":113},"Education should be learner-led, supported by teachers who coach rather than direct, along with universal connectivity and helpful personalized feedback-based assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602980,1792657148,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","LET THE LEARNERS LEAD: THE WORLDWIDE TRANSITION INTO POST-DIGITAL AGE, POST-PANDEMIC EDUCATION  \nMIKE DOUSE  \nFreelance International Educational Advisor, UK  \nABSTRACT  \nResearch into the consequences of and planned responses to COVID-19 across education sectors globally indicates that the considerable disruption that has occurred has significantly exacerbated existing inequalities. Although many believe that substantial investment in educational technology is the essential strategy, very few of the 200 or so documents studied embody ‘radical creativity’. There is a general reluctance to seize the opportunity for fundamental change, many preferring the safety offamiliar arrangements, embracing a shared desire to ‘get back to normal’and to ‘catch upon what has been missed’. Drawing upon that investigation, while recognising also that education was already undergoing its elemental transformation prior to the pandemic, the paramount recommendation is that the learner should lead. This involves:  \n• Primary education concentrating upon the enjoyable acquisition of basic skills and third millennium learning strategies leading to a confident readiness for learning responsibility.  \n• Emphasis being placed upon schools’and systems’ role in strengthening the socialisation process by facilitating a range of artistic and recreational activities, extending to play and informal wandering.  \n• Self-directed and self-regulated learning, encompassing learner-determined curricula, becoming the prevalent educational mode, from early secondary onwards throughout life.  \n• Whether in class or online, face-to-face or at a distance, teachers being enabled to come into their own in advising, supporting, coaching and encouraging (but never directing) learners.  \n• Optimum advantage being derived from universal connectivity, in the context of the duality (tangible and virtual) of contemporary consciousness.  \n• Assessment taking the form of helpful personalised feedback, confidentially to the individual learner, embodying informal testing as and when elected by that learner, as opposed to selection based upon the results offormal examinations.  \nLet the Learners Lead should characterise education’s forthcoming, fundamental (and COVID-19 hastened) transformation.  \nINTRODUCTION  \nThis paper is based upon desk research into the consequences of and planned responses to COVID-19 across the education sectors of some sixty countries worldwide, extending to the findings of recent empirical studies, together with a review of the analyses and prescriptions of leading international organisations and the observations of some educational thinkers. In all, some two hundred documents and presentations have been accessed and analysed.  \nAfter reporting some key findings regarding the educational consequences of and responses to the pandemic, attention is given to the social features: frequently acknowledged but seldom responded to in the documents. Issues of equity and equality are then addressed, exploring the perceived centrality of examinations. Attention then turns to how EdTech may best enable apposite post-Digital Age  \nEducational Planning 2021 63 Vol. 28, No. 4  \neducation for all, worldwide, taking full account of inequalities, climate change, political instability, forced migration and other challenges, as the world emerges from the current pandemic.  \nThis leads on to a consideration of education’s forthcoming fundamental transformation – within a transformed world – acknowledging how COVID-19 has focussed attention upon the significance and current state of education. The discussion culminates in a consideration of how education will be both characterised and enabled by the learner, supported by technology and the teacher, taking the lead – into that transformed situation, made essential and possible by contemporary technology.  \nCOVID CONSEQUENCES AND RESPONSES  \nVarying COVID-19 school closure data are reported. Bringing these together, it is apparen","cbCaiuqCx2jIW5zj","https://ap.wps.com/l/cbCaiuqCx2jIW5zj","pdf",170905,13,"English","# Abstract\n# Introduction\n# COVID Consequences and Responses\n## Out-of-school and online learning impacts\n## Inequities affecting access and participation\n## Gaps in pandemic remote-learning planning","[{\"question\":\"What does the research conclude about COVID-19’s impact on education?\",\"answer\":\"COVID-19 disruption significantly worsened existing inequalities across countries and student groups.\"},{\"question\":\"Why is large investment in educational technology not considered sufficient on its own?\",\"answer\":\"Many documents rely on technology investment but show limited ‘radical creativity’ and often default to restoring familiar arrangements.\"},{\"question\":\"What is the paper’s main recommendation for post-pandemic education?\",\"answer\":\"Education should be learner-led, supported by teachers who coach rather than direct, along with universal connectivity and helpful personalized feedback-based assessment.\"}]","LET THE LEARNERS LEAD: THE WORLDWIDE TRANSITION INTO POST-DIGITAL AGE, POST-PANDEMIC EDUCATION - Paper Recommendations | PDF",1792095531,33]