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Pandemic Acceleration: Covid-19 and the emergency digitalization of European education

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

DOI

  • Lucas Cone
  • Katja Brøgger
  • Mieke Berghmans, KU Leuven
  • ,
  • Mathias Decuypere, KU Leuven
  • ,
  • Annina Förschler, University of Naples Federico II
  • ,
  • Emiliano Grimaldi , University of Naples Federico II
  • ,
  • Sigrid Hartong, Helmut Schmidt University Hamburg
  • ,
  • Thomas Hillman, University of Gothenburg
  • ,
  • Malin Ideland, Malmö University
  • ,
  • Paolo Landri , CNR, Consiglio Nazionale delle Ricerche (CNR), IOM
  • ,
  • Karmijn van de Oudeweetering, KU Leuven
  • ,
  • Catarina Player-Koro , University of Gothenburg
  • ,
  • Annika Bergviken Rensfeldt, University of Gothenburg
  • ,
  • Linda Rönnberg, Umeå University
  • ,
  • Danilo Taglietti, University of Naples Federico II
  • ,
  • Lanze Vanermen, KU Leuven

With schools and universities closing across Europe, the Covid-19 lockdown left actors in the field of education battling with the unprecedented challenge of finding a meaningful way to keep the wheels of education turning online. The sudden need for digital solutions across the field of education resulted in the emergence of a variety of digital networks and collaborative online platforms. In this joint article from scholars around Europe, we explore the Covid-19 lockdowns of physical education across the European region, and the different processes of emergency digitalization that followed in their wake. Spanning perspectives from Italy, Germany, Belgium, and the Nordic countries, the article’s five cases provide a glimpse of how these processes have at the same time accelerated and consolidated the involvement of various commercial and non-commercial actors in public education infrastructures. By gathering documentation, registering dynamics, and making intimations of the crisis as it unfolded, the aim of the joint paper is to provide an opportunity for considering the implications of these accelerations and consolidations for the heterogeneous futures of European education.

OriginalsprogEngelsk
TidsskriftEuropean Educational Research Journal - EERJ
Vol/bind21
Nummer5
Sider (fra-til)845-868
Antal sider24
DOI
StatusUdgivet - sep. 2022

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