Development of online teaching expertise in fragile and conflict-affected contexts

Tahani Z. Aldahdouh, Nazmi Al-Masri, Sanaa Abou-Dagga, Alaa AlDahdouh

Research output: Contribution to journalArticleScientificpeer-review


What we know about the development of online teaching expertise during the COVID-19 pandemic is scarce. Current research has concentrated primarily on the obstacles encountered by university teachers, leaving a significant gap in our understanding of the strategies they employ not only to survive but to flourish in online teaching. Furthermore, there is a significant bias toward Western perspectives in existing research and it remains unclear whether Western theories of expertise development are relevant in deprived, fragile, and conflict-affected contexts. The current study set out to explore how university teachers developed their online teaching expertise during the COVID-19 pandemic in the Palestinian context. Narrative episode interviews were conducted with 16 university teachers working at a Palestinian higher education institution in Gaza city. Thematic analysis revealed five themes of online teaching expertise development: domain, mechanisms, motives, consequences, and emotions. Implications for practitioners and administrators are discussed together with future research directions.

Original languageEnglish
Article number1242285
JournalFrontiers in Education
Publication statusPublished - 2024
Publication typeA1 Journal article-refereed


  • COVID-19
  • fragile and conflict-affected contexts
  • higher education
  • online teaching
  • Palestine
  • professional development
  • teaching expertise
  • thematic analysis

Publication forum classification

  • Publication forum level 1

ASJC Scopus subject areas

  • Education


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