During the coronavirus disease-19 (COVID-19) outbreak, many education systems were forced to shut down and move learning and instruction online. The future of learning is here before we know it. While the combination of distance learning and educational technology presents a timely solution combating adverse consequences of school disruptions, there is a real risk of channeling learning opportunities through already-existing forms of digital disparity, especially for marginalized populations. China, as one of the first education systems to experience system-wide school closures due to COVID-19, faces critical challenges of digital divide. To examine pandemic ramifications and effective policy strategies taken to mitigate its unintended consequences, this study leverages an original student learning experience survey collected during the pandemic, and documents national and provincial-level COVID-19 education policy responses in China since the initial outbreak. The study uncovers saliency of access to distance learning and educational technology in shaping student learning experiences, and identifies three compelling policy takeaways from the “Disrupted Classes, Undisrupted Learning” initiative, and discuss emerging lessons drawn for crafting an undivided future for remote distance learning.

Background: Integration of digital tools and resources in STEM instruction has garnered significant attention due to its high potential. Digital professional development is identified as a pivotal factor for equipping teachers with necessary digital skills to effectively orchestrate digital resources. Notably, the role of professional learning communities is considered critical. However, the intricate relationships among digital professional development, professional learning communities, and digital instructional integration among STEM teachers remain underexplored. Utilizing partial least-squares–structural equation models (PLS–SEM), the present study examined links in digital professional development, professional learning communities, and digital instructional integration among STEM teachers (N = 16,072) who participated in the Programme for International Student Assessment (PISA) 2022. Results: Findings from the PLS–SEM analysis indicate that digital professional development exhibits a direct positive relationship with professional learning communities and digital instructional integration. Relatedly, professional learning communities is positively correlated with digital instructional integration. In terms of indirect effect, findings show that professional learning communities play a significant positive mediating role in linking digital professional development and digital instructional integration. Conclusions: This study reports new evidence on the influence of digital professional development on digital instructional integration through professional learning communities among 16,072 STEM teachers and concludes that, when STEM teachers regularly immerse themselves in professional learning communities, they are more likely to benefit from their digital professional development by integrating digital technologies in classroom instruction. Policymakers and educational leaders should consider promoting digital professional development and professional learning communities among STEM teachers, along with efforts to encourage digital instructional integration.

The coronavirus disease 2019 (COVID-19) pandemic forced many education systems to consider alternative remote e-learning modalities, which have consequential behavioral and health implications for youth. In particular, increased e-learning engagement with digital screens and reduction in outdoor activities are two likely channels posing adverse risks for myopia development. This study investigated the association between e-learning screen use, outdoor activity, lighting condition, and myopia development among school-age children in China, during the first wave of the COVID-19 pandemic. Data were collected from 3405 school-age children attending primary, lower-secondary, and upper-secondary schools in China. Univariate parametric and nonparametric tests, and multivariate logistic regression analysis were used. Findings show that each diopter hour increase in daily e-learning screen use is significantly associated with progression of myopia symptoms (OR: 1.074, 95% CI: 1.058–1.089; p < 0.001), whereas engaging in outdoor exercise four to six times per week (OR: 0.745, 95% CI: 0.568–0.977; p = 0.034) and one to three times per week (OR: 0.829, 95% CI: 0.686–0.991; p = 0.048) is associated with a lower likelihood of myopia progression than none at all. In addition, we found that indoor lighting that is either “too dim” (OR: 1.686, 95% CI: 1.226–2.319; p = 0.001) or “too bright” (OR: 1.529, 95% CI: 1.007–2.366; p = 0.036) is significantly associated higher likelihood of myopic symptoms. Findings in this study uncover the less observable vision consequences of the COVID-19 pandemic on youths through digital online learning and highlight the importance of considering appropriate mitigation strategies to deal with this emerging public health challenge.

Empowering teachers through sharing communal decision-making responsibility via distributed leadership has been shown to be effective for positive change in schools. While studies have proposed various psychosocial channels through which positive effects on teacher wellbeing can be realized, there is scarce evidence on how this relationship is influenced by teacher self-efficacy. This study examines how self-efficacy mediates the relationship between distributed leadership, job and career wellbeing among secondary school teachers, employing a partial least-squares structural equation model using the Teaching and Learning International Survey (TALIS) Shanghai dataset (N = 3799). Results show that distributed leadership is positively associated with improvement in self-efficacy (std. β = 0.33, P < 0.001), job wellbeing (std. β = 0.51, P < 0.001), and career wellbeing (std. β = 0.45, P < 0.001), whereas self-efficacy is positively correlated with job wellbeing (std. β = 0.15, P < 0.001), but not career wellbeing (std. β = −0.01, P = 0.69). In terms of mediation effects, self-efficacy positively mediates the relationship between distributed leadership and job wellbeing (std. β = 0.05, P < 0.001), but distributed leadership does not indirectly influence career wellbeing (std. β = −0.002, P = 0.70) via channels through self-efficacy.

Teacher attrition is a chronic challenge facing many education systems, and has been shown to negatively impact education quality and equity. Common explanations rooted in occupational choice theory identify pecuniary and non-pecuniary rewards as critical factors in motivating and retaining teachers. Using China Household Income Project (CHIP) urban dataset, which contains detailed information on teacher career decisions, this study examines these theoretical stipulations by simultaneously modeling teacher career decisions, wage compensation, and on-the-job well-being. Probit panel regression results demonstrate that a 10% increase in teacher wage and well-being gaps, relative to comparable professionals, predicts a 7.9% and 32% lower probability of retention respectively, with effects mostly operating through teacher well-being.