Part 4 in a 4-part series
By: Musa Abu Hadeed, Nisreen Kassem & Nayla Abi Antoun
July 13, 2024
Education in Emergencies is a response to the natural disasters, epidemics, social unrest, and wars that disrupt traditional education. While school leaders and educational specialists contribute to academic resilience and stability during those crises (as noted earlier in previous articles), teachers stand at the forefront. In the midst of distressing circumstances, teachers remain the foundation of academic continuity and engagement for students. This article explores how we can equip these crucial educators to excel in their roles, even amid crisis. Educational leaders and counselors must possess the knowledge and skills to empower educators to provide a stable and supportive environment for students, no matter the obstacles they face. Furthermore, the article explores how artificial intelligence (AI) can assist teachers in times of emergency by providing them with adaptive strategies, resources and techniques needed to address challenges effectively. Using these strategies, instructors can personalize learning content for students, adapt and streamline routines, and gain valuable insights from student evaluations.
Teachers find the teaching process challenging during emergencies due to many factors, such as school disruptions, lack of resources, and students’ emotional trauma. As a result, they feel overburdened and overwhelmed and require assistance to provide optimal student support. However, by acknowledging teachers’ challenges and providing support through training, resources, and mental health initiatives, school leaders can help them navigate these difficult situations and ensure a more effective and equitable learning environment for all students (Sinclair, n.d.).
One key challenge classroom teachers face is the need to pivot to remote learning or entirely new teaching styles during times of emergencies. It is difficult for teachers to adapt to new distance or blended classroom settings. Teachers must quickly modify routines, get used to the latest technologies, and adjust their lesson plans for online and blended environments. This shift places significant stress on teachers, who often lack adequate training to adapt their curriculum for virtual environments. The challenge is compounded by students’ varying and limited access to internet and digital devices. Teachers also often deal with resource constraints, such as limited budgets and inadequate learning materials.
Further, the students who experience an emergency are likely to be emotionally traumatized or struggling academically. Because emergencies disrupt students’ lives and mental health and cause potential learning gaps, teachers have to cater to the diverse needs of students. They may need to provide social-emotional support in addition to academic instruction. On the other hand, teachers themselves may be directly affected by the emergency or by witnessing their students’ struggles. They must manage their own stress and well-being in order to continue supporting their students.
To empower teachers during education in emergencies, the Ministry of Education and Higher Education, curriculum specialists, supervisors, and subject specialists are responsible for offering adaptable curriculum materials that can be easily modified for different learning environments, whether remote settings or temporary classrooms with limited resources. School leaders should provide ongoing training and resources that help teachers adapt to new teaching methods, especially those involving technology for online learning. This can include workshops, online tutorials, or peer mentoring programs. Additionally, the creation of online platforms where teachers can share information, best practices, and resources for addressing emergencies will support teachers’ well-being and self-efficacy, foster community, and equip them with broader strategies. For example, in Lebanon, there are pages on the Telegram Platform for teachers of all grades and subjects from the beginning of online learning.
To fully support teachers during crises, a multi-faceted approach is necessary. Providing access to mental health professionals enables teachers to better support students and address their social-emotional needs during challenging times. Equally important is equipping teachers with basic emergency preparedness kits, including first-aid supplies and communication tools, to ensure their readiness for various scenarios. Beyond these practical measures, empowering teachers through inclusion in decision-making processes is crucial. By involving them in discussions and planning for school operations during emergencies, leaders can benefit from their invaluable on-the-ground experience. This involvement allows teachers to tailor their lessons more effectively to meet the unique needs of students and circumstances, ultimately leading to more practical and impactful solutions rather than purely theoretical ones.
In war-devastated Gaza, where UNICEF reports 86% of schools damaged (UNICEF, 2024), educators have shown remarkable resilience and innovation. Despite limited resources and damaged infrastructure, the passion for education persists. Teachers have transformed tents into temporary classrooms and kindergartens, using basic tools like chalk, blackboards, and old mobile phones to create and share educational content. Their dedication shines through as they continue to nurture their students’ growth, even while grappling with their own pain and sadness. This powerful example illustrates teachers’ extraordinary adaptability in crisis, finding inventive solutions to overcome challenges and keep the flame of knowledge burning. Their unwavering persistence demonstrates how the essence of education can thrive, regardless of circumstances, potentially transforming the teaching and learning process even in the most dire situations.
Another source of empowerment and support for teachers in times of crisis has materialized with the emergence of accessible generative AI tools. These tools can help teachers adapt quickly to distance, blended learning, or any changing circumstances, navigate emergencies, and ensure that education resources are accessible and effective for all students (“Unlock the“, 2023). During emergencies, AI tools can benefit teachers in many domains. They help teachers make an effective and quick transition to remote or blended teaching. In addition, these tools facilitate online communication and collaboration, allowing teachers to continue delivering lessons and interacting with students even if they can’t do this physically. AI tools also enable teachers’ pedagogical skills, automate routine tasks such as assignment grading or creating lesson plans, prepare assessments, and free up more time for teachers to focus on students’ emotional and academic situations during emergencies. They also provide personalized learning experiences for students by adapting to individual student needs and learning styles, providing targeted support and feedback, and helping them stay engaged and motivated during challenging times. Further, these tools make education more accessible for all students, including those with disabilities or language barriers. They can provide alternative formats for content delivery, such as audio or visual aids, making it easier for all students to engage with the material (Mason, 2023). Besides that, AI tools can help teachers analyze student data more efficiently, allowing them to track progress, identify areas of improvement, and make informed decisions about instructional strategies. This data-driven approach can help teachers better support their students during emergencies (“What Is”, n.d.).
The table below shows useful AI tools for teachers, as suggested by the authors.
| Usage | AI Tool |
| Course Preparation | Magic School AI |
| Eduaide.Ai | |
| Schemely | |
| Assessment | Conker AI |
| EdApp | |
| AI Quiz Maker | |
| Crossword maker | Free Online Crossword Puzzle Maker |
| PDF tools | iLovePDF |
| Word Search | WordMint |
| Text to speech | Narakeet |
| QR code generator | QR Code Generator |
| Instructional materials | Diffit |
| Graphic designer tool | Canva |
| Book creator | Book Creator |
This article suggests essential strategies to help schools create a more supportive environment during emergencies, allowing teachers to be more effective and confident in supporting their students according to their needs. Also, Al tools are essential for the transition to remote or blended learning, assure personalized learning, and will play a critical role in helping teachers navigate the challenges of education in emergencies. Ultimately, by empowering teachers and providing continuous professional development, an accessible and effective learning process will be provided for all students, even during emergencies (Brown, 2023).
References
Mason, A. (2023, December 16). 21+ best AI business ideas – highest potential (2024). Masoative. Retrieved April 28, 2024, from https://www.masoative.com/post/best-ai-business-ideas
Brown, D. L. (2023). Certified staff and teacher perceptions of systematic regular classroom noncognitive factors interventions and their perceived impact on student noncognitive factors growth in one Midwestern elementary school. https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/96074/BrownDustinResearch.pdf?sequence=1&isAllowed=y
Sinclair, M. (n.d.). Chapter 1 education in emergencies. https://www.unhcr.org/sites/default/files/legacy-pdf/3b8a1ba94.pdf
What is performance metrics? (n.d.). Mosaic. Retrieved April 28, 2024, from https://www.mosaicapp.com/glossary/performance-metrics
UNICEF (2024, May 31). Emergency response: Situation dire for children under attack in Gaza. UNICEF. https://www.unicefusa.org/stories/situation-dire-children-under-attack-gaza
Unlock the power of AI: How AI tools can revolutionize your business. (2023, August 2). Ask.com. https://www.ask.com/news/unlock-power-ai-ai-tools-can-revolutionize-business