Making emergency remote teaching strategies through a pedagogy of care

Abstract

The COVID-19 pandemic highlighted key inequities in education, including disparities in technology access, student engagement, and emotional well-being, while simultaneously presenting opportunities for pedagogical innovation. This article explores how the shift to emergency remote teaching (ERT) challenged traditional educational practices and provided a platform for reimagining learning environments through the lens of a pedagogy of care. Drawing from Noddings’ (1984) framework of modeling, dialogue, practice, and confirmation, as well as the principles of humanizing pedagogy and social constructivism, the article describes implementing care-centered strategies during ERT, such as flexible deadlines, reflective assignments, and intentional relationship-building. These practices addressed the intellectual, emotional, and social needs of students during a time of crisis and have become a foundation for sustainable teaching approaches in post-pandemic contexts. The article examines the challenges and innovations of ERT, offering actionable strategies for embedding care into higher education classrooms and advocating for institutional policies that prioritize equity, well-being, and adaptability. By sustaining these practices, educators can transform their classrooms into inclusive, compassionate spaces that foster resilience and human connection.