Building Resilience: Technological Adaptation and Enhancing Collaboration Among Educators and Learners in Flexible Emergency Learning Spaces

This study examined technology adaptation and collaborative pedagogical practices within Flexible Emergency Learning Spaces (FELS) established during a military emergency to ensure sustainable and resilient education for displaced children and adolescents. A mixed-methods design combined 43 semi-structured interviews with teachers and principals across diverse FELS and 13 classroom observations, analyzed at the statement level. Data were analyzed through the e-CSAMR framework, assessing levels of technology integration and collaboration, and the Mindtools framework, which considers theoretical foundations of technology use. Quantitative comparisons complemented the qualitative analysis. Findings indicate that FELS may support advanced technology use when appropriate tools and pedagogical knowledge exist, while highlighting the need for teacher training and technological adaptation responsive to learners’ needs in emergencies. Furthermore, FELS enabled collaborative teaching, supporting educators' pedagogical and emotional needs. Teachers adopted diverse strategies—including advisory collaboration, assistance, parallel teamwork, enrichment, and simultaneous teaching—reflecting flexible cooperation. FELS also enabled peer collaboration among learners, offering emotional, social, and cognitive support essential for resilience. This study highlights the importance of analyzing collaboration across cognitive, social, and emotional dimensions and proposes a conceptual framework for defining types of teacher teamwork and understanding how adaptive pedagogy can enhance educational resilience.