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Summary
This summary is machine-generated.

The COVID-19 pandemic necessitated a shift to online teaching, highlighting the need for pedagogical strategies that foster autonomous thinking for democratic citizenship and moral decision-making during crises. This review identifies challenges and proposes evidence-based solutions for effective distance education.

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Area of Science:

  • Educational Psychology
  • Online Learning Pedagogy
  • Higher Education Studies

Background:

  • The COVID-19 pandemic led to widespread university campus closures and a rapid transition to online teaching globally.
  • This shift underscored the critical role of education in preparing students for societal challenges and democratic participation.

Purpose of the Study:

  • To review the pedagogical foundations for effective distance education practices.
  • To emphasize the importance of promoting autonomous thinking in higher education, especially during crises.
  • To identify obstacles in online teaching and propose evidence-based solutions.

Main Methods:

  • Literature review of pedagogical strategies for distance education.
  • Analysis of the role of autonomous thinking in democratic citizenship and moral decision-making.
  • Identification of challenges in pandemic-induced online learning.

Main Results:

  • Effective distance education requires pedagogical approaches that support student autonomy.
  • Autonomous thinking is crucial for navigating rapid societal changes and making ethical choices.
  • Key obstacles in online learning include engagement, accessibility, and faculty training.

Conclusions:

  • Universities must adapt pedagogical strategies to enhance autonomous thinking in online environments.
  • Addressing identified obstacles is essential for successful online education delivery.
  • Distance learning, when pedagogically sound, can support both academic and civic development.