Migration of Face-to-Face Pedagogy to Online Education: An Educational Policy Achievement

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Mohammadzadeh Shadmehri Mohammadreza; Maghool Ali; Karimi Mohammad; Akbari Ahmad

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Journal Paper

Paper Information

Journal: TRAINING, EDUCATION, AND SUSTAINABLE DEVELOPMENT Year:2025 | Volume:3 | Issue:1 Page(s): 1-23

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Title

Migration of Face-to-Face Pedagogy to Online Education: An Educational Policy Achievement

Author(s)

Mohammadzadeh Shadmehri Mohammadreza | Maghool Ali | Karimi Mohammad | Akbari Ahmad | Issue Writer Certificate

Keywords

Policy-making process

education system

online education

elementary school

Abstract

Today, the diversity and rapid changes in the environment have increasingly highlighted the importance of assets such as modern human capital, which contribute to sustainable development. The education system in every society plays a vital role in determining the level of national development. The present study was conducted with the aim of examining the migration of face-to-face pedagogy to online education as an achievement of educational policymaking. The research method employed in this study is qualitative, and the research strategy is phenomenology with a Colaizzi approach. The participants of the study consisted of 12 experts and managers in the field of education who are recognized for their expertise, influence, and authorship regarding policymaking for online education at the elementary level. The sampling method was non-probability snowball sampling. The method of data analysis for the interviews was coding. The research findings, which encompassed instructional design, included 115 open codes, 13 components, and 5 categories titled goals, content, strategies, materials and resources, and assessment. The results, presented within the framework of administrators’ experiences of online education policymaking, identified the following: goals—comprehensive, cognitive, affective, and psychomotor,content—including attitudinal, knowledge-based, and skill-based content,strategies—such as creative thinking strategies, information technology, and effective social networks,materials and resources—comprising technological infrastructure and equipment, financial infrastructure, and curriculum resources,and assessment—including formative and summative evaluation.

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