ABSTRACT
This research investigates the readiness of the schools for initiating an online system of education amid the COVID-19 pandemic. With the use of a mixed-method design, a sample of 38 principals, 76 teachers, and 7 curriculum experts were selected. A quantitative survey and qualitative focus group interviews were conducted to collect data. Quantitative data were analyzed through SPSS using descriptive statistics, whereas qualitative data were analyzed using a thematic analysis method. Results suggested that majority of the schools have enough digital devices and teachers possess skills to use technology in teaching to some extent; however, interrupted electric supply, nonavailability of funds, weak internet connection, and teacher training are some of the major challenges for them. In interviews, participants showed disappointment in terms of the responsiveness of the curriculum because the textbooks have many deficiencies in responding to online education. Considering these deficiencies, proposals were suggested to cope with these challenges.
The study recommended for the academia, educational stakeholders, and elected representatives to start a coordinated effort with the support of national and international donor agencies, technology benefactors, and telecommunication service providers to develop digital infrastructure and facilitate students with access and quality education with varying alternate pathways. The study findings may be generalized for other regions of Pakistan and surrounding developing countries as public schools are confronting the same issues to initiate an online system of education.
