Exploring Educators' Lived Experiences in Online Teaching During the COVID-19 Pandemic: A Study of University Lecturers in Indonesia
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Abstract
Online education has become a critical component of modern pedagogy, particularly after the COVID-19 pandemic forced a rapid transition to digital platforms. However, the personal and professional experiences of educators navigating this shift remain underexplored, especially in terms of the emotional and relational aspects of teaching in a digital environment. Despite numerous studies on technology and teaching outcomes, there is a clear research gap in understanding how educators’ emotional well-being and professional identity are reshaped in response to digital transitions. This study addresses the gap by adopting a phenomenological approach to explore the lived experiences of educators during the pandemic. Specifically, it investigates measurable outcomes such as levels of emotional strain, changes in engagement strategies, and the degree of identity reconstruction among educators. Data were collected through semi-structured interviews with 12 educators, and analyzed using Interpretative Phenomenological Analysis (IPA) to identify key themes. The findings reveal that educators faced significant challenges related to engagement, technology, and professional identity, but also found opportunities for growth and flexibility. These findings imply the necessity of structured institutional interventions, such as professional development programs, peer-support networks, and mental health resources, to better equip educators for future digital teaching environments. The study contributes to a deeper understanding of the complexities of online education and provides valuable insights for improving educator support in future digital learning environments.
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