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Avant 2020, peu de recherches empiriques et de rapports étaient disponibles sur les méthodes éducatives pendant les crises sanitaires. Ces recherches se concentraient principalement au niveau local et ne proposaient qu'une analyse limitée de la situation. Les diverses épidémies qui ont sévi par le passé, notamment le SRAS, Ebola et le VIH/SIDA, nous ont permis de tirer des leçons importantes concernant l'efficacité de l'éducation dans les contextes d'urgences sanitaires majeures. Toutefois, l'émergence soudaine de la pandémie du COVID-19 a conduit à une véritable explosion du nombre de recherches portant sur les stratégies éducatives en période de crise sanitaire mondiale. Cette analyse intégrative de la littérature (Torraco 2005) utilise le cadre des normes minimales de l'INEE pour conceptualiser la réponse du système éducatif face aux pandémies et aux épidémies entre 1990 et 2020. Cette recherche s'appuie sur 124 études empiriques, des comptes rendus de praticiens et des rapports gouvernementaux, des témoignages d'époque sur Ebola, le SRAS et d'autres épidémies, ainsi que les premières solutions pédagogiques trouvées lors du déclenchement du COVID-19. Ce travail de recherche va permettre de comprendre comment les acteurs de l'éducation ont continué à enseigner pendant que ces maladies contagieuses se répandaient à travers le monde. Plusieurs thèmes essentiels ont émergé, notamment le rôle fondamental du contexte et du soutien communautaire ; l'accès à une éducation équitable à l'ère numérique ; le bien-être socio-émotionnel des enseignants et des élèves ; le rôle des enseignants dans l'adaptation des programmes et de la pédagogie ; la nécessité d'une formation et d'un soutien supplémentaires pour les enseignants ; et l'opportunité d'effectuer un changement créatif dans les méthodes et les politiques en matière d'éducation.

Prior to 2020, empirical research and reports on approaches to education during health crises were limited. They focused primarily on reporting local-level response and provided only limited analysis. Various historic epidemics, like SARS, Ebola, and HIV/AIDS, provided important lessons about educational efficacy during major health emergencies. However, the sudden emergence of the COVID-19 pandemic led to an explosion of research on educating during a worldwide health crisis. This integrative literature review (Torraco 2005) uses the INEE Minimum Standards framework to conceptualize the response to pandemics and epidemics from 1990 to 2020. The research analyzes 124 empirical studies, practitioner and governmental reports, and historic accounts of Ebola, SARS, and other epidemics, as well as early responses to COVID-19, in order to understand how education stakeholders continued educating during widespread communicable illnesses. The high-level themes that emerged included the foundational role of context and community support; access to an equitable education in the digital age; the social-emotional wellbeing of teachers and students; teachers' role in adapting curriculum and pedagogy; the need for additional training and support for teachers; and the opportunity for a creative shift in practices and policies in education.

While the educational emergency response to the COVID-19 pandemic centred on student learning and safety, teachers' burnout, and teacher strikes, stories of teachers quitting the profession have left schools in crisis around the world. In this study, we use an intersectional approach to explore teacher experiences during the pandemic as 'crisis experiences.' The data presented in this study were obtained from an exploratory survey which recruited practicing PreK-12 and higher education teachers (n = 134) from 22 countries. The survey included closed- and open-ended questions related to teachers' experiences teaching during the COVID-19 pandemic. One-sample chi-square tests showed that quantitative variables of gender, previous experience teaching and learning online, and grade-level taught were significantly related to teacher anxiety. A descriptive approach to qualitative analysis identified three axes of the crisis which affected teachers' experiences: teaching environment, teaching relationships, and systemic support. Findings show teachers had no choice or adequate time to prepare to transition online, increasing anxiety especially among women, those teaching younger grades, and those without experience teaching or learning online. Teachers' work during the pandemic should be understood as 'emergency remote teaching' which has put teachers at greater risk for burnout and departure from the profession.