Abstract
The health, social, and economic challenges we have faced have contributed to the improvement of educational styles and learning environments. Globally, the reflections of COVID-19 have contributed to the re-perception of the future of education and the anticipation of new scenarios. This qualitative study aims to deeply examine and understand the repercussions of distance education-specifically K-12 education (kindergarten to twelfth grade) during the pandemic in Saudi Arabia-and, with the findings, build anticipated scenarios for future post-pandemic digital education. This study adopts an ethnographic approach to investigate the cultural perspectives of those whose education was and has been greatly affected by this transition. Qualitative large-scale data (comprising 36 observations, 387 individual interviews, and 177 focus groups) were collected for 7 months in 2021 from 600 participants, all of whom were connecting in various ways to the K-12 educational system and varied by gender, age, profession, and academic degree. The findings were categorized into four themes: (1) educational outcomes, (2) teaching landscape, (3) parental involvement, and (4) societal and life aspects. The findings are discussed in a style that presents the most crucial aspects that we must consider for anticipated scenarios of future post-pandemic education. Each presents critical implications for teachers, students, parents, researchers, and educational authorities.