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Redefining Distance Learning for the Fourth Industrial Revolution: Lessons Learnt from Egyptian Educators

In: Mathematics Education in Africa

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  • Mariam Makramalla

    (NewGiza University)

Abstract

This chapter presents a suggested disruptive approach to innovatively bridge the hurdle imposed by the COVID-19 pandemic in Egypt, given the reality of distance learning in mathematics education. The focus is two-fold. Firstly, it addresses educators’ community ownership questions, leading their post-COVID world in the virtual schooling sector. Secondly, it discusses questions of educators’ community autonomy in exercising this leadership. As major stakeholders, community members are best equipped to assess their contextual reality and respond in culturally sensitive ways to the unfolding educational challenges. In light of the community engagement framework, the chapter argues for a need to envision the fourth industrial revolution more widely by defining and using technology as a teaching and learning tool for mathematics education.

Suggested Citation

  • Mariam Makramalla, 2022. "Redefining Distance Learning for the Fourth Industrial Revolution: Lessons Learnt from Egyptian Educators," Springer Books, in: Brantina Chirinda & Kakoma Luneta & Alphonse Uworwabayeho (ed.), Mathematics Education in Africa, chapter 0, pages 293-305, Springer.
    • Handle: RePEc:spr:sprchp:978-3-031-13927-7_18
    DOI: 10.1007/978-3-031-13927-7_18
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