Full Description
In unprecedented ways, the COVID-19 pandemic destabilized systems and processes that have defined human existence, epistemology, and knowledge up to now. Government responses resulted in loss of jobs, closure of businesses, and closure of educational institutions. Theological education has not been spared. COVID-19 exposed scholars of theology to new ways of teaching and learning, especially through virtual platforms. This book seeks to critically engage with the experiences of academics and students of theology and how they navigated the new teaching and learning approaches used during the lockdown period of the pandemic. What were/are the challenges, advantages, disadvantages, positives, and negatives of the whole approach as experienced by academics and their students? What teaching and learning lessons have we learned from the circumstances caused by the pandemic? How have institutions responded to the institutional closures and the protection of integrity of what is being taught, learnt and assessed across programmes in theology faculties? How are teaching and learning methodologies affected by the lockdown regulation because of COVID-19?
