Towards an e-learning ecologies approach to pedagogy in a post-COVID world

Abstract

This article responds to themes in this special Covid-19 edition of the Journal of Education. It specifically concentrates on online digital technology as one of the core dimensions of education's pandemic-related response. As the default mode of teaching during the pandemic, Online Emergency Remote Teaching evoked contentious responses about the future directions of education in a post-Covid world. The article is an attempt to shed light on the role of digital technology in education. We present an argument that supports an ‘e-learning ecologies’ approach to pedagogy to inform teaching and learning in institutional context. We argue that a reflexive pedagogy-led response to digital technology holds promise for creating a productive educational platform to promote students’ critical epistemic engagement to secure viable futures.