Challenges in Online Learning during Covid-19 Pandemic: A Case Study of Punjab Public Elementary Schools in Rawalpindi

The COVID-19 pandemic propelled a sudden shift to online learning in Punjab public elementary schools, particularly in Rawalpindi, exposing significant challenges, such as inadequate access to technology, lack of teacher training, and reduced student engagement. Subjects like Science, Math, and Language Arts were especially difficult to teach online. This study addresses these ongoing issues, aiming to provide solutions for more effective online and hybrid education in the post-pandemic era. Using a quantitative approach, the researchers conducted a descriptive study to explore these challenges and the strategies employed by teachers and students to navigate online education. The purposive sampling technique was used for sampling form the targeted schools which offered online education during the pandemic. A research questionnaire for teachers and students was developed and validated by field experts, which was designed to capture detailed insights into the participants' learning experiences and perspectives. Data were collected from teachers and students in grades 6 ^th , 7 ^th , and 8 ^th in public and semi-public schools in Rawalpindi, with a focus on subjects such as Science, Math, Arts, Social Sciences (History, Geography, Islamiyat), and Language Arts (Urdu/English). The data was analyzed using descriptive analysis, including frequency, mean differences, and standard deviation. The results indicated that teachers struggled with limited access to technology and insufficient training. The study emphasized the need to equip teachers with devices and skills for effective tech use. Additionally, student engagement in online learning was lower than in face-to-face settings, with many students finding online classes more challenging.The study found that teachers struggled with online lessons due to limited access to technology. These issues persist post-pandemic in Pakistan, where political instability, economic crises, and limited public funding make effective online education difficult. The study recommends that the schools should have better resources and provide teachers with online teaching experience and a learning management system for unexpected closures. The government needs to invest in digital infrastructure and teacher training to improve online learning and close the digital gap. Overall, it stresses the need for professional training for teachers and students to enhance online education. As the world transitions out of the pandemic, these challenges persist, highlighting the need for improved technological infrastructure and teacher training to support blended learning models.