Distance learning during the COVID-19 pandemic challenged many aspectsof the teaching and learning process. However, challenges with the virtualclasses were arguably more intense in the rural areas of developingcountries, considering technological and socio-geographic limitations. Weargue that despite these limitations, rural areas provide opportunities (ruralaffordances), which may enhance teaching strategies. With the aim ofexpounding this perspective, we explored science teachers’ strategiesderived from rural affordances (SDRA) and drawn teachers’ perceptions oflearners’ engagement after the strategies’ intervention. Based on the results,three types of SDRA were utilized, namely: contextualization of educationalmaterials for science activities (CEMSA), integration of citizen science inscience activities (ICSSA), and integration of traditional knowledge inscience activities (ITraKSA), wherein a significant learner engagement withthe SDRA are perceived by teachers after the SDRA intervention. Prospectsfor the utilization of the strategies in post pandemic settings suggest theirpotential roles in future distance learning schemes as well as in face-to-facelearning modality. A paradigm that outlines educational intervention mayassimilate the advantages of the SDRA in science teaching. Scienceeducation may further communications with policy-makers and stakeholdersfor a curriculum that drives synergism between rural teaching strategiesresponsive to pedagogical limitations.
Aldea et al. (Mon,) studied this question.