MODERN TEACHING AND LEARNING

I. Introduction
21 st-century learning is a term used to describe a shift in education from the
traditional methods of the past to a more modern approach. This new approach focuses on
preparing students for the future by teaching them the skills they need to be successful in a
global economy. 21st-century learning is not memorization or recitation but critical thinking,
creativity, and collaboration. It is about preparing students for the real world, not just for a test.
It is becoming increasingly clear that 21 st-century learning is essential for students to be
successful in an ever-changing global economy. 21st-century learning is not simply an update to
traditional education; it is a fundamental shift in how we think about and prepare students for
their future.
21 st-century learning is more than just the 3Rs (reading, writing, and arithmetic). It
emphasizes the importance of critical thinking, creativity, collaboration, and communication –
skills essential for students to thrive in the 21st century.

II. Teaching and Learning Principles

The general purpose of education is to help humans develop a sense of their

intellect, to create self-worth, and to achieve independence for the future ahead of
them. According to Slyter (2019): “Learning skills: The skills used to process and
communicate information. This includes the four Cs: creativity, critical thinking
ability, collaboration, and communication”. However, in this phase of the pandemic,
which may represent a “new normal”, having the ability to adapt is pivotal to the list
of must-have skills in the 21st century.

A. Learning Principles
These principles are applicable across all disciplines and learning contexts, and
are intended to illuminate why certain approaches to teaching support student
learning.

1. Students’ prior knowledge can help or hinder learning.

2. How students organize knowledge influences how they learn and apply
what they know.
3. Students’ motivation determines, directs, and sustains what they do to
learn.
 4. To develop mastery, students must acquire component skills, practice
integrating them, and know when to apply what they have learned.
5. Goal-directed practice coupled with targeted feedback enhances the
quality of students’ learning.
6. Students’ current level of development interacts with the social,
emotional, and intellectual climate of the course to impact learning.
7. To become self-directed learners, students must learn to monitor and
adjust their approaches to learning.

B. Teaching Principles
1. Effective teaching involves acquiring relevant knowledge about
students and using that knowledge to inform our course design and
classroom teaching.
2. Effective teaching involves aligning the three major components of
instruction: learning objectives, assessments, and instructional
activities.
3. Effective teaching involves articulating explicit expectations regarding
learning objectives and policies.
4. Effective teaching involves prioritizing the knowledge and skills we
choose to focus on.
5. Effective teaching involves recognizing and overcoming our expert blind
spots.
6. Effective teaching involves adopting appropriate teaching roles to
support our learning goals.
7. Effective teaching involves progressively refining our courses based on
reflection and feedback.

III. Teaching and Learning Philosophies

Your teaching philosophy is a self-reflective statement of your beliefs about teaching
and learning. It’s a one to two page narrative that conveys your core ideas about being an
effective teacher in the context of your discipline.
The importance of a teaching and learning philosophy:
Your beliefs about teaching and learning influence many of the decisions you make
as an instructor. Defining your philosophy helps you make thoughtful choices about how you
design and teach your courses. For example, if you believe that students learn by building on
prior knowledge and collaborating with others then you may want more small group
discussions and team-based activities than instructor-led lectures. Having a clear understanding
of who you are as an instructor and your preferred approaches and strategies will have
profound impacts on how you design your course and how your students learn.
 IV. Teaching and Learning Methods
The new teaching method which we called the modern teaching method is more
activity-based and centers the learner’s mind which involves them entirely into the process of
learning. In the modern teaching method, curriculum teaching and planning are done keeping
the learner as the primary target.
This way, learners actively participate in the whole process to build their knowledge
and sharpen their skills; this is also termed as a constructivist approach. On the other hand, the
mentor or teacher only leads them and guides them to focus on the objectives of the subject.
This is all done by engaging in activities and by adopting innovative modern teaching
techniques. New demand of the era or the need of the hour for students is to embrace the
contemporary teaching methods which will also help in reducing the competition among the
students, promote cooperation, and boost the health study environment.

A. The Importance of Teaching Methods

Teaching methods are the broader techniques used to help students achieve
learning outcomes, while activities are the different ways of implementing these methods.
Teaching methods help students:

 master the content of the course.

 learn how to apply the content in particular contexts.
Instructors should identify which teaching methods will properly support a
particular learning outcome. Its effectiveness depends on this alignment. To make the most
appropriate choice, an instructor should consider learning outcomes, student needs and the
learning environment.
Consider the following example:
Learning outcome: Solve a complex math equation.
Learning environment: An in person, upper-level math course with 20 students.
Teaching method: Guided instruction. First, the instructor facilitates learning by modeling and
scaffolding. Students take time to ask questions and receive clarifications. Next, students
practice applying these skills together and then independently. The instructor uses formative
assessment to check for understanding.
 This example demonstrates alignment of what the instructor wants students to do,
and how they are supported in these tasks. If the instructor choses a different teaching method,
such as a traditional lecture, students would need to process the lecture’s content and apply
principles simultaneously. This is very difficult to do and would lead to less successful
outcomes.
Choosing the appropriate teaching method brings instruction to life while encouraging students
to actively engage with content and develop their knowledge and skills.

B. Characteristics of Modern Teaching Methods

1. Learner-centered
One of the essential characteristics of the modern teaching methods is learner-
centered. It focuses on learners while using or applying during classroom and
laboratory lectures. The teacher acts only as a guide, and all the learning process
involves learners. Learners significantly appear as a dominator in classroom
interactions.

2. Task-Based or Activity-based
The teacher or guide organizes activity or task and engages students to learn
through this way. Hence it is an activity-based or commission-based. Students
are offered or asked to take part in classroom interaction through these
interactive activities.

3. Resource-Based
Teachers should be resourceful. They should collect and distribute all the
required study material to the learners for their learning or to understand the
topic clearly. The resources can be collected from the school environment or any
other place where it is available. Also, a learner can be the source to bring study
material or resources from their end.

4. Interactive in Nature
One characteristic defines the modern teaching method as very interactive. The
teacher asks the students to form small groups or work as individuals to perform
the learning tasks and come up with the desired results. It helps them to gather
knowledge from one another. Students learn to work together and a sense of
cooperation. It also works in their favour when they step out in the outer world.

5. Integrative in Nature
 One of the vital characteristics of modern teaching methods is it is integrative.
Teachers link topics of one subject, e.g., social science topics like drug use,
domestic violence, safety, pollution, food distribution, crime etc. to other issues
and make it integrative. By this, a learner can gain knowledge of more topics
studying one.

6. Peer Collaboration
Modern teaching methods not only encourage students by allowing them to
present their ideas or initiative by noticing their responses, studying their
research, and allowing them to answer during interaction in classes but also
selects students based on interest, needs, and feelings. Through Instructional
activities, students learn to work cooperatively, and they appreciate their
competitors’ work as well.

C. Modern Teaching Methods

Like other fields, the face of education has also evolved drastically over the
period. Earlier, teachers were the only means to create a bridge between education and
learners. They were using conventional pedagogical methods to explain the topic or to provide
notes. However, modern education sees a vast scenario which encourages learners to study
profoundly and study to satisfy their curiosity. In recent years, we are getting introduced with
different modern teaching techniques, and the introduction of technology along with
innovative ways to teach has brought a revolution in the education sector. So, let’s discuss
which new teaching methods are.

Collaborative Learning
Earlier, when students were asked to revise the topic or syllabus during an examination or
regular days, they used to revise the syllabus in isolation or at home. This practice was
widespread in traditional teaching methods. To deal with this issue or provide a more useful
platform for students, schools are coming up with collaborative learning. In this modern
teaching method, teachers form a group of students where they can solve their problem,
debates on topics, and clear their queries. This helps in developing social skills and allows
students to understand the subject faster.
In this modern teaching method, every student is a part of the success of a group as they
help each other to reach the desired result, and they also learn to communicate with each
other. Learners learn to tolerate others, develop skills to listen to others and how to work in a
team. They will be able to meet different personalities and can get a genuine review of their
work.
 Students present their ideas and expect a response when they are in group learning. It allows
them to exchange their creativity and gain more knowledge. In return, it helps them to learn to
face healthy criticism and cross-questions. So, school management should choose to take up a
collaborative method of teaching to teach their students. They just need to make a few changes
in the layout of the Classroom. Replace desks to whiteboard surfaces. So, the groups can work
together with ease.

Spaced Learning
Spaced learning is one of the modern teaching methods, which is being followed by
teachers. In this method, teachers repeat a lesson multiple times, basically until the students
understand entirely. However, the teacher repeats the course with two 10-minute spaces
(break) in-between the lessons.
The gap is meant to refresh the mind by playing physical activities or mindfulness techniques
which prepares them for the next session of the same lesson. This method gives the students
intervals to inherit the knowledge and create connections between learnings. Before moving
forward to another chapter, this method prepares the students with basics.
It truly defines a proverb that a healthy mind is in a healthy body. So, the physical state of
students should be sufficient to the growth of mental state which is crucial to gain knowledge.
Spaced learning also has a scope to reduce obesity in school-going children which can be seen
more nowadays. It improves both mental and physical health of a student.

Flipped Classroom
Flipped Classroom is a well-known term in the pedagogical method. You have known about
this undoubtedly. Its name ‘Flipped Classroom’ makes it unique. It is one of the very vital
modern teaching methods that has been in use these days. In this method of teaching, the
teaching procedure takes place in a flipped manner.
As unlike traditional ways, students study new material or content at home by themselves
and practice the same at school. The method is the reverse of providing content at school and
asks students to rework on it or practice it at home. The students practice this method at home
by watching a video tutorial, search online, or work on the content usually shared by the
teacher. They do not need to complete the homework at home. Instead, they end it at school.
Through the practice of flipped Classroom modern teaching methods, students get enough
time to grasp the topic, unlike school where they get only a few minutes to understand the
content. If necessary, they can work more on one issue.
 Students prepare themselves with the content before arriving in school, and if they face any
doubt, they can discuss it in the Classroom or ask the concerned teacher. They can also suggest
their ideas related to the content and share it with other classmates. Moreover, there is
another advantage of this modern teaching method that students would not have to suffer due
to their sickness. Sick days won’t interrupt their learning.

Self-learning
Curiosity pushes the learner to learn new and more always. It drives the learners to learn
and memorize large spaces of the text that they will either miss gratefully or forget
immediately. Through their curiosity, students get motivated to explore the subjects they are
interested in. Teaching students to operate the internet and find results themselves helps them
to be self-dependent and gives them a deep understanding of the content.
A teacher should allow the students to bring new Ideas and work on it for the development
of their brain and ability to work alone. This modern teaching method plays a significant role in
learners’ period of education.

Gamification
It is a well-known fact that children love games either it is online games or playing games at
the field. Teaching through games is one of the essential modern teaching methods that has
been in use under modern teaching ways. The significance of Gamification in teaching has
mostly been seen in the elementary and preschool system. Learning through playing games
won’t be even realized by students. It motivated students as well and proved effective not only
to the students of preschool but of any age.
The responsibility of teaching through Gamification Is of teachers as they should plan or
design projects that will be suitable for the students of their respective age. They should
incorporate attractive measures to connect the students for a longer time and keep their
interest alive. Teachers can also take help of the online platform under Gamification. Teachers
can organize online quiz, puzzles or brain games. This modern teaching method is a fun learning
method to teach.

VAK teaching
VAK is a modern teaching method whose effects can be seen clearly. We divide leaner into
three categories: Visual, Audio, and kinesthetic (movement). One needs to recognize to which
category they belong to or the teacher must know to which category her students relate to.
 In VAK, V is visual means seeing the data, A is Audio means gathering information by hearing
the data, and K is Kinesthetic means feeling the data. A teacher should keep the category of
students in kind while teaching because some students catch the information by seeing, by
hearing or by feeling. So, they should present the same material in different ways.

The VAK teaching method was introduced in the 1920s to help children with dyslexia.
However, its impact is more effective in the modern era. In the time of the internet, watching
and learning through videos has become a popular new medium of teaching. Students grasp
fast when they see, hear or feel instead of reading the material. And also, a learner is not
limited to any one of the media as they can use even all three mediums of instruction.

Crossover Learning
The not-so-common modern teaching method is Crossover learning which uses both formal
and informal teaching and learning environments. It is one of the perfect ways to give the best
education to learners. Crossover learning effectively engages learners and provides authentic
yet innovative results.
A formal setting is a traditional setting, i.e., Classroom to provide education. While, the
informal environment of teaching is museums, seminars, and after-school places. Schools and
colleges teach with content, study material and use everyday experiences to add knowledge.
On the other hand, informal learning generates curiosity and interest and increases
understanding by asking questions to their teachers.
Teachers should introduce new queries or questions in the formal setting and answers for
which students should try to find in informal settings such as by exploring that question on their
museum visit. The learners can take notes or collect pictures as their data and produce them as
the information once they backed in the Classroom. They can share collected information with
other classmates and can discuss it for better results.
D. Teaching Methods for Students with Special Needs
In the last few decades, education has begun to make more space for diverse
learners — students with special needs, learning disabilities or even different learning styles. 
There’s still a long way to go when it comes to making our classrooms open and
equitable, but many modern teaching methods are highly adaptable and address some of the
issues diverse learners have in a traditional classroom. 
Ultimately, there’s no “best way” to teach, regardless of what kind of students
you have in your class. There are, however, some general guidelines you can follow to make
sure your instruction is as effective as possible:
Explain things using multiple methods. Before you start a service learning project, for example,
be sure to pre-teach important information with multiple methods of instruction, including
media, role-playing situations, hands-on demonstrations and more. 
Expect students to do their best, and don’t accept less. When you believe all your students are
capable of great things, they will too. Don’t ignore or make a big deal of incorrect answers, but
address them and work together to find the right solution. 
Get to know your students. At the beginning of the year or unit, send around a Google form
and ask questions about their learning styles or what they’re excited to work on. Parent teacher
conferences are also a great time to discuss specific learning needs and what is or isn’t
working. 
Use modern teaching methodology designed to engage students. Gone are the days of
memorization and silent classrooms. Don’t be afraid to try new things to find out what works
best for you! Then ask for student feedback to learn more about which learning styles resonate
best in your classroom.
Use individual, paired and group activities equally. When students learn together, they
understand different learning needs and build respect. Intentional strategies like cooperative
and collaborative learning give each student responsibility and more ways to process content,
while individual learning lets students set their own pace and goals.

V. Teaching and Learning Style

An educator’s teaching style can greatly impact a student’s ability to learn and
comprehend. This is why knowledge of different learning styles is essential for teachers.
There are two main buckets that most teaching styles fall into: teacher centered or student
centered.
1. Teacher-Centered. This teacher-centered style is the traditional approach to teaching,
but it’s not necessarily the best. And as educators learn more about effective ways to
engage learners of every style, the teacher-centered approach is looked upon less
fondly than it once was. However, there are also countless examples of students being
challenged and transformed by a teacher or professor lecturing about a subject they
have spent their entire life exploring.
2. Student-Centered. The student-centered approach creates more equanimity between
the teacher and student, with each playing a role in the learning process. In this
approach, the teacher is sometimes referred to as the “guide on the side.”
 While the teacher still holds authority, he or she is more likely to act as a facilitator,
coaching students and assisting them in their learning. This approach champions student choice
and facilitates connections among students. A couple of styles within the student-centered
approach to teaching are:

Inquiry-Based Style
This student-centered learning style encourages independence, autonomy and hands-on
learning, with students leading the way and receiving guidance from their teachers.
Cooperative Style
Cooperative learning is a student-centered approach that focuses on group work and social
growth. Much like the inquiry-based style, the cooperative style encourages independence and
hands-on learning but puts special importance on peer-to-peer work and community.

A. Student Learning Styles

If you are a teacher, you know that no two students are the same and that there is a
spectrum of different learning styles. An educator’s teaching style, therefore, can greatly impact
a student’s ability to learn and comprehend. This is why knowledge of different learning styles
is essential for teachers.
One is the Theory of Multiple Intelligences, developed in the late 1970s and early 1980s
by Harvard educator Howard Gardner (see video), who believed that there are eight distinct
“intelligences” that are closely connected to learning. These are:
1. Visual-Spatial — The ability to conceptualize and manipulate large-scale spatial arrays
(e.g. airplane pilot, sailor), or more local forms of space (e.g. architect, chess player).
2. Bodily-Kinesthetic — The ability to use one’s whole body, or parts of the body (like the
hands or the mouth), to solve problems or create products (e.g. dancer).
3. Musical — Sensitivity to rhythm, pitch, meter, tone, melody and timbre. May entail the
ability to sing, play musical instruments, and/or compose music (e.g. musical
conductor).
4. Linguistic — Sensitivity to the meaning of words, the order among words and the sound,
rhythms, inflections and meter of words (e.g. poet). Sometimes called language
intelligence.
5. Logical-Mathematical — The capacity to conceptualize the logical relations among
actions or symbols (e.g. mathematicians, scientists).
 6. Interpersonal — The ability to interact effectively with others. Sensitivity to others’
moods, feelings, temperaments and motivations (e.g. negotiator). Sometimes called
social intelligence.
7. Intrapersonal — Sensitivity to one’s own feelings, goals and anxieties, and the capacity
to plan and act in light of one’s own traits. It is not particular to specific careers; rather,
it connects to the ability of every individual to make consequential decisions for oneself.
Sometimes called self-intelligence.
8. Naturalistic — The ability to make consequential distinctions in the world of nature as,
for example, between one plant and another, or one cloud formation and another.
Sometimes called nature intelligence.
B. Teaching Styles
How many teaching styles are there?
Answer: This is sort of a “trick question” because, as you might expect, different
educational theorists offer differing ideas about the range, scope, descriptions (and number) of
different teaching styles.
Though this may be a case where there are no “right answers,” many educational
resources break down the different styles of teaching into the following five primary categories:
Lecturer or Authoritative Style
The authoritative teaching style follows the traditional teacher-centered approach, often
characterized by lecture sessions or one-way presentations. In this approach (also called the
“chalk and talk” style), students are expected to pay attention, absorb the information, take
notes and ask questions.
Demonstrator or Coach Style
Often used in math, science and music, the demonstrator style involves more “showing” rather
than “telling” with teachers more likely to support the information with examples or
experiments, demonstrations or multimedia presentations.
Facilitator or Activity Style
The facilitator/teacher is focused on promoting self-learning and helping students develop
critical learning and thinking skills. A student-centered approach, it involves creating learning
plans and classes that require students to explore and discover the course content in creative
and original ways.
Delegator or Group Style
Well-suited for curriculums that include or emphasize group activities, the delegator style of
teaching shifts much of the responsibility for learning onto the students, who are encouraged
to work together in projects connected to the lesson themes (think science labs, debates, etc.).
In this style, the teacher is an active observer working to guide students in the right direction.
Hybrid or Blended Style
The hybrid approach may integrate elements of the styles discussed above, often blending the
teacher’s personality and interests with those of the students. While this method is considered
inclusive, enabling teachers to tailor their styles to student needs within the subject matter,
some educators believe it risks diluting the learning process by placing less emphasis on in-
depth study than when following a single, focused approach.

VI. Teaching and Learning Approach

An approach is a way of looking at teaching and learning. Underlying any
language teaching approach is a theoretical view of what language is, and of how it can be
learnt. An approach gives rise to methods, the way of teaching something, which use classroom
activities or techniques to help learners learn.
The following section describe the most relevant teaching and learning approaches.

1. Active learning
From a constructivist perspective, competencies, including knowledge, attitudes and
skills, cannot be taught but have to be actively acquired by the learner him- or herself. The
learner has to elaborate on knowledge, rethink it critically and integrate it in his/her own
framework. Active learning as a fundamental principle for competence development is included
in almost all other teaching and learning approaches.
Teacher’s role
Having quoted the statement above, almost everything is said about the teacher’s role and
his/her attitude towards teaching in an active learning approach. It emphasizes the learner’s
agency and responsibility in acquiring and constructing knowledge. Therefore, the teacher
assumes the role of a facilitator of learning processes. He/She “only” inspires for topics and
learning activities.
2. Reflective learning
Competence development and active construction of knowledge take place through
reflection. Contents and experiences are deeply elaborated, rethought and integrated into
existing frames of reference (or the frames are adapted). Reflection is an abstract, higher order
cognitive skill that needs extra time and space to occur. Reflection aims at a comprehensive
competence development (Cörvers et al., 2016). Reflection also has the power to change
existing frames of reference for transformative learning.
Teacher’s role
The teacher is a facilitator of learning processes. It is his/her responsibility to stimulate
reflection that integrates ethical and value-based considerations e.g. in problem-solving
activities that links action and theory.

3. Collaborative learning
Collaborative learning simply means that students learn together. When students learn
together collaboratively in small groups, they can share knowledge, but moreover they can
challenge and negotiate their knowledge, attitudes and beliefs, so that learning effects can be
maximized. The learning is more dynamic and motivating. The difference to cooperative
learning has to be stressed, where learners divide tasks and work on them separately.
Teacher’s role
The teacher is a facilitator of group processes and discussions.
4. Experiential learning
Students engage in and reflect on personal experiences related to the course content.
The experience might come from a simulation game, the conduction of an interview, etc.
Experiential learning goes back to Kolb’s learning cycle of experimental learning with the stages
1. Having a concrete experience, 2. Observation and reflection, 3. Formation of abstract
concepts for generalization and 4. Application in new situations (Kolb, 1984).
Teacher’s role
The teacher designs the experience and gives instruction for reflections. This way he/she is
more of a facilitator than an expert referring on his/her knowledge.
5. Problem-based learning
Problem-based (or problem-oriented) learning (PBL) describes a learning process via
understanding and solving problems (of complex real-world situations). “Students actively
engage with meaningful tasks and complex scenarios, determine what they need to know and
how and where they can find it” (Barth, 2015). Instead of the teacher framing the problem,
researching relevant information and presenting these, students do these tasks.
Teacher’s role
The teacher develops tasks and provides the setting in which students engage in problem-based
learning. He/She should support the process of problem formulation to problem-solving with
small-step assignments, by introducing students to relevant tools or methods and by providing
feedback.
6. Interdisciplinary learning
In interdisciplinary learning, perspectives of different disciplines are not only
represented and dealt with in the learning setting (multidisciplinarity), but collaborative tasks
demand that the diverse perspectives and knowledge assets are communicated, discussed and
integrated. Interdisciplinarity is necessary to solve complex, real-world challenges that involve
and require expertise from more than one discipline.
Teacher’s role
Teachers provide guidance for and moderate the knowledge construction processes. They are
translators and mediators between different disciplinary cultures. It is their task as moderators
to promote dialogue, make interdisciplinary misunderstandings explicit when ignored or not
perceived by the students and to let students discover the value of disciplinary diversity.
7. Transdisciplinary learning
In transdisciplinary learning, the academic learning is opened up and amplified through
collaborative learning with partners from other sectors like civil society, enterprises, policy,
schools, communities etc. In transdisciplinary contexts, academic knowledge and approaches
have to be rethought, adapted and normatively evaluated. If students work in transdisciplinary
projects, the learning setting becomes an informal one where students develop a lot of social
skills. All stakeholders should benefit in a transdisciplinary learning project, although the
benefits might be of different natures; e.g. a motivating and rich learning experience for
students vs. academic support for an enterprise vs. a research opportunity for lecturers.
Teacher’s role
The teacher becomes not only a moderator for the students’ learning processes but also for the
transdisciplinary, joint learning process of all stakeholders involved in the collaboration.
Furthermore he/she has to be a networker and manager who initiates the collaboration,
coordinates meetings etc.
8. Transformative learning
The key word for transformative learning is “frame of reference”. Frames of reference
describe how we perceive the world including habits of mind (e.g. habitual ways of thinking) as
well as opinions and values (Slavich & Zimbardo, 2012). Frames of reference are shaped
through social and cultural influences but can be changed through new experiences of problem-
solving, of problem discussions, or of critical reflections on assumptions and interpretations.
Four possible strategies in a learning setting are postulated for the modification:
1. Elaboration of existing frames,
2. Learning new frames,
3. Transformation of habits of mind,
4. Transformation of opinions
Transformative learning is defined by its aims and principles, not by a concrete teaching
or learning strategy. Transformative learning aims at empowering students to question and “to
change their frames of reference or worldviews” in order to develop their understanding of the
world.
Teacher’s role
The teacher is a coach who empowers students to change their worldviews. He/She can also be
called an “’provocateur[]’ who help[s] students become aware and more critical of their
assumptions”. Educationalists working with the concept of transformative learning take a
critical perspective on education itself. They accept that education always is value-laden.
VII. Conclusion
Teaching and learning continuity amid the pandemic requires an analysis of the
parameters by which the university operates from the perspective of the stakeholders to
include the students, faculty, curriculum, and external stakeholders. Grounded on data, higher
education institutions have to conduct strategic scenario analysis for best, possible and worse
scenarios in the areas of curriculum and instruction, student engagement, and technology and
infrastructure. To ensure teaching and learning continuity amid and beyond the pandemic,
higher education institutions need to migrate to flexible teaching and learning modality by
recalibrating the curriculum, capacitating the faculty, and upgrading the infrastructure. These
strategic actions have to be continuously assessed, modified, and enhanced to respond to the
volatile, uncertain, and changing scenarios in times of crisis.