Adoption and Perceptions of Remote and Online Teaching by Secondary School Educators in Mauritius during Covid-19: Implications for Policy and Practice

Abstract

The Covid-19 pandemic significantly disrupted education systems worldwide, with developing and poor countries experiencing severe impacts. In Mauritius, the government responded swiftly by implementing emergency remote and online teaching through audio-visual and internet-based methods. Educators, however, had to abruptly transition to these new modes of instruction, relying heavily on their prior knowledge of ICTs. While emergency remote and online teaching allowed for continued student engagement, these efforts were often characterised by ad hoc measures rather than well-prepared plans akin to those in sectors like IT, which have established business continuity and disaster recovery strategies. This study explores the experiences of secondary school educators in Mauritius during the pandemic, focusing on their willingness to adopt remote and online teaching, their involvement from a techno-pedagogical perspective, and their perceptions of its effectiveness. The findings indicate that while educators recognised the potential of remote and online teaching, inadequate digital infrastructure emerged as a significant barrier to effective implementation, and ICT literacy was the strongest predictor of educators’ willingness to adopt remote and online teaching. Based on these insights, key policy recommendations include the need for a comprehensive national technology-enabled learning policy, continuous professional development for educators, the integration of remote and online teaching into regular curricula, the promotion of asynchronous learning rather than virtual classrooms during school closures and a review of major initiatives with mitigated results. These measures are essential to ensure learning continuity and improve the resilience of the education system in future crises.