Abstract

Each disaster disrupts the learning process for students and creates knowledge gaps among all age groups that leave long term repercussions for both educators and students. The COVID-19 pandemic was such a medium to long term disruptive event that affected education systems around the globe and created an unfilled gap of a few months of learning disruption for students of all ages. Usage of technological enhancements in education, which are also a byproduct of the pandemic, are the basis for this research to simultaneously identify and aim to fill the gaps created between early 2020 till now. The research aims to explore, understand and analyze the factors influencing education at the high school level. The study adopts qualitative method approach with cognitive load theory as a backdrop to analyze the experiences of both educators and students. Major findings provide for the struggles of the educators to indulge and continue to provide interactive online/hybrid learning sessions while maintaining the academic goals and interest of the students. On the other hand, external limitations like disruptive device and internet facilities and economic struggles of some parents caused adverse effects of student's education. The limitations of this study are restricted to international schools in Bangkok due to the language barrier. The research aims to pave the way to provide further micro-level educational studies to ensure uninterrupted or least disruptive education for all stakeholders during future disaster events.