ABSTRACT
In January 2020, no one could have predicted the rapid changes the world would undergo or the far-reaching effects it would have on education, predicating the adoption of innovative delivery methods. This paper investigates the published responses of more than 148 educators from 33 countries, analyzing their perspectives concerning the crises precipitated by the COVID-19 pandemic, documenting the opportunities the changes afforded them, and speculating on the sustainability of the new techniques and tools that came of age during the worldwide lockdown in promoting culture and equality in English language teaching.
