Paper Contents
Abstract
The COVID-19 pandemic triggered a global educational shift, compelling high schools to rapidly adopt digital education as a means to ensure continuity in learning. This study investigates the role of digital education in shaping high school learning during the COVID-19 crisis, focusing on its impact on academic performance, the challenges faced by students and teachers, and the best practices for future integration. Using a phenomenological approach, the study captures the lived experiences of both learners and educators, revealing significant disparities in access to technology, digital literacy, and instructional support. While digital learning provided flexibility and innovation, it also highlighted systemic inequalities and the urgent need for targeted interventions. The findings emphasize the importance of adopting inclusive policies, investing in teacher training, and implementing hybrid learning models to create a more resilient and adaptive education system. This study contributes to the growing discourse on digital transformation in education and offers recommendations for policymakers, educators, and stakeholders to enhance the effectiveness of digital learning environments in high schools.
Copyright
Copyright © 2025 Barun Mishra. This is an open access article distributed under the Creative Commons Attribution License.
