Aim: The aim of this study was to examine the impact of the global pandemic and the transition to remote teaching on the emotional and cognitive experiences of social work instructors in Israel in January 2021.
Method: 144 Israeli social work instructors completed a survey that included demographic data, Likert scale statements, and open-ended questions.
Findings: The results indicated that instructors quickly adapted to remote teaching and were willing to continue using it in the future. In response to questions regarding the first stage of the pandemic, 73.6% of the participants positioned themselves in the “experimentation and adaptation” stage of the Kübler-Ross change curve. Additionally, the findings highlighted the instructors’ mixed emotions. A lack of institutional support negatively impacted their adjustment, and they had to learn techniques to cope by relying on family members and friends. Furthermore, the participants reported a mixed effect of the transition to remote teaching on their work–life balance; on the one hand, they saved time by not commuting to work, but on the other hand, their work and personal spaces became intertwined.
Conclusions and implications for practice: The study looked at remote teaching as a new phenomenon affecting the future of social work education and highlighted its impact in light of the cultural differences between Israel and other countries. The findings provide the foundation for understanding the complexity of remote teaching in the social work profession and offer opportunities to learn from experience and further research in the field. This study suggests that institutions should provide their instructors with sufficient time and tools to design their remote classes in order to better engage their students in the learning process.
Keywords: Social work studies; remote teaching; learning experiences; instructors, Covid-19 pandemic; coping with stress