This literature review explores how Australia and other countries adapted to remote schooling during COVID-19, with a focus on what works best for students, teachers, and families. It highlights that quality remote learning depends on well-supported teachers, strong school–community partnerships, inclusive practices, and meaningful student engagement. Technology must be matched with good teaching and access for all students—especially those in disadvantaged or remote settings. The report calls for long-term investment in flexible, equitable education systems that can withstand future disruptions.

Find the full report and summaries: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1033&context=learning_processes