This paper presents the findings of a study aimed at developing an interactive and participatory remote teaching model. The specific objective of this study was to support teachers in their use of exclusion-prevention teaching practices that take into account the psychosocial well-being of learners in upper secondary education and those in their last year of basic education. The need for this study arose due to increased student drop-out and burn-out rates during the COVID-19 pandemic. An online survey was conducted among students (N = 189) to identify their experiences of distance learning, and three workshops were held, during which students (N = 45) conducted a SWOT analysis of their learning experiences. The results revealed the students’ diverse needs, including support for their sense of agency and self-efficacy, and the significance of social interaction in remote teaching. Based on the students’ voices, the study identified effective supervision strategies and teaching organization as key issues to ensure no student is left behind. Consequently, the key features of interactive and participatory remote learning were used to design a model that can assist educators in planning and delivering remote education.
Korte et al. (Sat,) studied this question.