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In Philippine higher educational institutions, emergency remote education introduced unfamiliar constraints across technology, logistics, and finances, while also generating new opportunities for scaffolded online learning. The study synthesizes lessons for strengthening post-pandemic online learning integration, especially in a developing-country context.",{"@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/neoliberalism-crisis-and-the-pitfalls-and-glories-in-emergency-remote-education/592981/",{"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/neoliberalism-crisis-and-the-pitfalls-and-glories-in-emergency-remote-education/592981.png","ImageObject",300,407,{"name":92,"@type":93},"Marglet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did COVID-19 affect vulnerable communities and education systems in the context of neoliberalism?","Question",{"text":112,"@type":113},"The pandemic intensified crises for vulnerable countries and marginalized communities, widening health, social, and digital divides. These divides helped neoliberal forces spiral during the emergency shift in education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What constraints shaped emergency remote education in Philippine higher institutions?",{"text":117,"@type":113},"Implementation faced unfamiliarity and constraints in technological access, logistics, and financial resources. These limitations disrupted normal educational operations and learning continuity.",{"name":119,"@type":110,"acceptedAnswer":120},"What opportunities does the crisis create for online learning post-pandemic?",{"text":121,"@type":113},"The crisis is framed as an opportunity to develop and strengthen scaffolded online learning approaches. 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Toquero , Redel A. Calago , Steven B. Pormento  \nAbstract: COVID-19 has brought terrors to the situations of the most vulnerable countries and marginalized communities on a macro-scale. Not only has this pandemic affected millions of lives that ignited a worldwide crisis in the lens of health care and the economy, but it also outraged social and digital divides that heighten the gateways for neoliberalism to spiral during the pandemic. This article reflects on the dichotomy brought by the COVID-19 pandemic in Higher Educational Institutions in the Philippines. The implementation of emergency distance learning poses unfamiliarity in the education sector given the constraints in technological, logistics, and financial resources. Conversely, the crisis establishes opportunities for online learning to a scaffold in exploring, highlighting, and strengthening new ways of learning post-pandemic. In a nutshell, this crisis has given tons of lessons learned in terms of widening academic horizons for the improvement of online learning integration in theeducative process of a developing country in the next normal.  \nKeywords: COVID-19, distance education, online learning, neoliberalism, emergency remote education  \nHighlights  \nWhat is already known about this topic:  \n• Emergency Remote Education is a temporary solution for academic continuity amid a crisis, while Online Distance Education entails comprehensive planning of curricular requirements of a well-built online curriculum.  \n• Technological issues such as lack of devices and signal interruptions are encountered in the implementation of emergency remote teaching and learning.  \nWhat this paper contributes:  \n• Reflections of university students (authors) in the context of a developing country on the heightened neoliberalism in the middle of the great online experiment.  \n• Disparities such as human, social, economic, and digital divides persist in the familial and educational sphere due to the transition from the conventional settings to emergency remote education.  \nImplications for theory, practice and/or policy:  \n• Intensification of the Sustainable Development Goals (SDG 4) in educational policies and government laws for equality , quality, and accessibility to education in the digital ecosphere.  \n• The educational system is confronted with the challenge to design instruction for students considering human-centered pedagogy , authentic learning , and social engagements in emergency remote education.  \nIntroduction  \nA year has passed since the novel coronavirus outbreak stole the scene in Wuhan, China (Zhu [et. al](et. al), 2020) before it eventually turned to be a global pandemic and the prime biological mass annihilation of the decade. The second week of March 2020 will always be remembered as the time when the doors of opportunities for nations started to slowly shut down due to the gradual rise of the COVID-19 pandemic. The worldwide health disaster is potentially considered one of the greatest threats the world has ever seen for decades. While it is certain to note that it is a health crisis, the lockdowns implemented due to the pandemic have prompted people to construe that it is not just a global health crisis but is transforming into a multidimensional crisis as it causes drastic distress on multiple sectorsin the society. Draconian measures have also been implemented to contain the spread of the virus.  \nThe ongoing pandemic has also changed people’s lifestyles as strict protocols governed daily actions. Today, debates among countries have questioned the COVID-19 response of world leaders as they overlook the important things that should be prioritized and given attention to rebuilding the nation’s economy and the morale of the citizens. “The coronavirus pandemic has pulled back the curtain to reveal the power of brutal neoliberalism – and its global financial markets –","cbCais2TGg7W7XXE","https://ap.wps.com/l/cbCais2TGg7W7XXE","pdf",225365,"English","# Abstract\n# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice and/or policy\n# Introduction\n# COVID-19 and neoliberalism in education","[{\"question\":\"How did COVID-19 affect vulnerable communities and education systems in the context of neoliberalism?\",\"answer\":\"The pandemic intensified crises for vulnerable countries and marginalized communities, widening health, social, and digital divides. These divides helped neoliberal forces spiral during the emergency shift in education.\"},{\"question\":\"What constraints shaped emergency remote education in Philippine higher institutions?\",\"answer\":\"Implementation faced unfamiliarity and constraints in technological access, logistics, and financial resources. These limitations disrupted normal educational operations and learning continuity.\"},{\"question\":\"What opportunities does the crisis create for online learning post-pandemic?\",\"answer\":\"The crisis is framed as an opportunity to develop and strengthen scaffolded online learning approaches. It also supports learning integration improvements for the “next normal” in developing-country settings.\"}]","Neoliberalism Crisis and the Pitfalls and Glories in Emergency Remote Education | PDF",1792076314]