Various education institutions have shut down face-to-face classes worldwide due to growing concerns about the spread of COVID-19 and the need to limit the coronavirus. Coronavirus, without a doubt, exposed new weaknesses in educational systems around the world. As we face uncertain futures, society now requires adaptable and robust education institutions. During the COVID-19 pandemic, large-scale, nationwide attempts to use technology to promote remote learning, distance education, and online learning are sprouting and evolving swiftly. However, research shows that certain flaws exist, such as a lack of online teaching infrastructure, teacher inexperience, an information gap, a complex home environment. Despite these limits, the current scenario necessitates action to ensure that pupils' education is not hampered in any manner. The Philippines, for example, created the Basic Education Learning Continuity Plan (BEL-CP) to ensure that learning would not suffer during the COVID-19 pandemic lockdown.
To address the challenges of online learning, various researchers proposed that governments and education providers promote the construction of educational information, consider equipping teachers/facilitators and learners with standardized home-based teaching and learning materials, conduct online teacher training, and support academic research focused on online education. COVID-19 began spreading fast worldwide by the end of 2019, according to a UNESCO report, resulting in 3000 deaths. As a result, some governments began implementing appropriate tactics to combat the virus, including school closures. As a result, as of March 12th, 2020, 46 countries across five continents had announced school and university closures to stop COVID-19 from spreading (Huang et al., 2020). As the virus spreads, nearly 500 million learners face the terrifying prospect of school closures due to national lockdowns.
As a result, international organizations began to place a premium on the document education response in crises and emergencies. Countries should: Provide alternative modes of learning and education for children and adolescents who are not in education institutions, and put in place equivalency and bridging programs, recognized and accredited by the state, to ensure flexible learning in both formal and non-formal settings, including UNESCO's Education 2030 Incheon Declaration and Framework for Action.
As a result, the Philippine government has banned most face-to-face learning, including teaching, in order to contain COVID-19. The Department of Education launched the Basic Education Learning Continuity Plan to give hundreds of millions of students with flexible online learning from the comfort of their own homes. The rapid expansion of Information, Communication, and Technology (ICT) and the increased complexity that comes with its explosive potential explains why, in the wake of the COVID-19 epidemic, technology integration in education continues to garner special attention. These obvious perceptions, combined with the large lockdown imposed in the midst of the current COVID-19 outbreak, created intrinsic motivation for all teachers to do whatever they could to help in the name of service.