From in-person to remote classroom-based video research: six reflexive lessons from a multi-site study

Participatory video methodology provides a powerful approach for conducting observational research in education, especially when physical access to learning environments is restricted. This study presents a reflexive account of a multi-site, remote video research initiative during the COVID-19 pandemic. Conducted across 19 classrooms in 9 countries in Africa, Asia, and Europe, it highlights how primary school educators foster twenty-first century skills. We detail the affordances and challenges of implementing participatory video research in diverse educational settings, addressing both methodological and practical aspects encountered. We also offer practical solutions for supporting empowered, equitable, and ethical data collection. Central to our approach was fostering teacher autonomy by enabling educators to document and reflect on classroom practices through participatory methods. We introduce the concept of participation equity to capture the nuanced efforts to ensure fair representation of diverse voices in the research process. Additionally, we address distinctive ethical considerations emerging from remote video data collection. These methodological insights have both policy relevance and implications for practice, particularly for educators, school leaders, and researchers adopting participatory video methods in diverse or resource-constrained contexts. As technology advances, safeguarding the rights of educational stakeholders while using digital tools remains a critical concern.