Strategies for monitoring curriculum delivery: lessons from primary schools during the COVID-19 pandemic

Abstract

This study investigates lessons learned from curriculum delivery strategies in primary schools during the COVID-19 pandemic, focusing on perceptions from principals, teachers, and Heads of Department (HODs). Its primary aim is to identify effective methods for monitoring curriculum implementation during crises and to generate insights for enhancing future primary education practices. Framed within an interpretive paradigm, the research employs a qualitative phenomenological approach, utilizing semi-structured interviews, focus group discussions, and document analysis to gather comprehensive contextual data. Thematic analysis of the transcribed data reveals key patterns and insights. Findings highlight significant challenges in maintaining learner engagement and motivation within virtual learning environments, emphasizing the pedagogical limitations of remote instruction. Participants underscore the essential role of face-to-face teaching in facilitating personalized learning and advocate for systemic reforms to bolster educational resilience against future disruptions. Critical barriers identified include inadequate digital infrastructure, insufficient teacher preparedness for remote instruction, and a lack of institutional support, especially in under-resourced schools. The study recommends that policymakers and school leaders prioritize equitable access to reliable internet, adaptive learning technologies, and conducive home-learning environments—particularly in low-income communities—to bridge the digital divide and support sustainable hybrid learning models. Additionally, the research underscores the importance of ongoing professional development that integrates teacher wellbeing, digital literacy, and flexible pedagogical strategies to ensure equitable curriculum delivery during crises. It advocates adaptable curriculum frameworks to support effective teaching across both digital and traditional platforms. Ultimately, this research contributes to the discourse on crisis-responsive education by proposing actionable strategies to foster resilient, inclusive, and adaptable primary education systems. The study’s main objectives, methodologies, conclusions, and implications are succinctly summarised in this abstract.