An interaction between teacher and student digital involvement in a pandemic-building resilient classrooms

The adoption of the new Hybrid Education model during the pandemic altered the teaching-learning techniques that posed instructors and students with a slew of obstacles as they attempted to adapt to the digital modes of communication. The objective of this research is to discover new challenges faced by teachers and students which stayed as roadblocks in the Technology adoption process. The research provides a new framework for depicting several stages of student-teacher digital involvement. A qualitative approach is employed in order to arrive at a grounded Theory. Purposive and snowball sampling techniques are used to contact teachers and students. The findings indicate that teachers and students are now confronted with a variety of new obstacles like Unstable internet connectivity, work-life imbalance, unethical methods, and response verification dilemma. The Exploration resulted in the development of a new framework that identified four quadrants depicting phases of student-teacher digital interaction. The outcomes of this study assist institutional management authorities in identifying the numerous problems that they would face when implementing online teaching-learning methods. The research is the first attempt to unite student-teacher conflicts by proposing a four-quadrant framework, thereby giving a road map for educational institutions seeking to increase students' self-reliance.