The COVID-19 pandemic drew considerable attention to online teaching at higher education institutions around the globe. This left some institutions unprepared for the sudden shift and dealing with many challenges, including, but not limited to, faculty development. This study employs a design and development research (DDR) methodology to identify and create guidelines and considerations for integrating care pedagogy into faculty development programs at higher education institutions during emergency remote teaching (ERT). These care-focused faculty development guidelines are designed and developed using Type 2 model research and operationalizing the ADDIE Model. The guidelines were structured into a framework called CARE: Care adoption in remote environments. A panel of eight expert reviewers was recruited to validate and lead the evaluation process after the formation of these guidelines. The hope is that these care-informed faculty development guidelines may offer clarity and guidance to faculty at tertiary education institutions. This will allow them to implement effective, care-full pedagogy within emergency remote teaching settings and help students to optimize their online learning experiences.

The COVID-19 pandemic caused widespread disruptions around the world. Many higher education institutions struggled because of this sudden shift to online teaching. Hence, many students felt anxious, stressed, and overwhelmed. As the pandemic brought some challenges, it also opened new opportunities for faculty development. This design and development research study employs Type 2 model research to create a set of guidelines associated with some targeted strategies to function as a framework to guide faculty in higher education settings to integrate a caring pedagogy into their teaching practices to help students mitigate learning challenges during time of crises and maximize their ERT learning experiences. The guidelines were organized within a framework known as CARE: Care adoption in remote environments. A panel of eight expert reviewers was recruited to evaluate and critique these guidelines. Based on their suggestions and recommendations, certain revisions are required to enhance the design of these guidelines in future versions.

Doctor of Philosophy