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Extended school closure has caused disruption in teaching and learning that impacted not only students, but also families, societies and educators globally. According to the recent global survey conducted by UNESCO, UNICEF, World Bank and OECD (2021), around one in three countries is taking the first step to mitigate learning loss. Strategies like distance learning, remedial curriculum, longer school days, shorter summer break have been adopted to make up for what has been "lost". While the field is busy "recovering education", some scholars argued that learning has not been lost but transformed. Rachael Gabriel, Associate Professor at the University of Connecticut suggests that learning is never lost, though it may not always be "found" on pre-written tests of pre-specified knowledge or pre-existing measures of pre-coronavirus notions of achievement." Yong Zhao (2021) from the University of Melbourne calls the whole notion of learning loss "a dangerous trap" that can lead to "undesirable outcomes" because the measure of learning has narrowly been defined by high stakes exam scores in key content areas. He urges us to unbind our thinking so we can "pay attention to all educational outcomes" and "engage learners as partners of change and owners of their learning.".
The COVID-19 pandemic has changed our world rapidly and enduringly. People have to maintain an appropriate social distance while refraining from almost all everyday activities. Educators around the globe are striving to make education possible in this turbulent time. Blended learning and online learning have now become the axes of modern education. It is time for us to take this critical moment as an opportunity to re-examine our educational goals and rethink possible pedagogies. In light of this, it is necessary and urgent for educators, education researchers and related parties to keep pace with the new normal in education. The scholarly field has researched the effectiveness of implementing sustainable and accessible learning models with help from emerging technologies. Numerous institutions have started exploring how to make learning more visible when physical contact is to be avoided.