Abstract:

The COVID-19 pandemic brought forth unprecedented disruptions to global education systems, significantly affecting both the pedagogical practices and the mental health of educators. This study presents insights derived from the experiences of Colombian teachers at the primary and secondary levels, across public and private schools in both rural and urban settings. Using a qualitative, interpretive methodology, data were collected through six focus groups with a total of 36 participating teachers. The research aimed to explore the challenges they faced and the strategies they employed to adapt during the crisis. The findings reveal three key lessons: in the pedagogical sphere, teachers strengthened their use of digital technologies, developed creative materials and strategies, and learned to make their practice more flexible in line with the realities of their students' homes; on a personal and emotional level, they embraced self-care and emotional regulation as strategies to maintain their well-being and cope with work overload and stress; and at the community level, they recognized greater parental involvement in their children's learning and valued the need to strengthen the family-school relationship. Although tensions persisted in relation to learning loss, students' socio-emotional setbacks, and the lack of institutional structures to support teacher well-being, the results reveal that teachers not only coped with the crisis, but also redefined their practice, consolidated learning in multiple dimensions, and laid the foundations for rethinking education. It is concluded that the pandemic experience acted as a catalyst for transformations on three levels: digital literacy and pedagogical innovation, awareness of the centrality of socio-emotional well-being, and the revaluation of the educational community as a fundamental support. These lessons provide an opportunity to guide policies and projects that recognize the voice of teachers, strengthen institutional resilience, and consolidate more humane, collaborative, and inclusive schools in the post-pandemic scenario.

Keywords:

Teacher well-being, digital competencies, collaborative communities, socioemotional development, post-pandemic education.