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This article reports on a study exploring Greek K–12 teachers’ views and beliefs about emergency remote teaching. A survey was conducted just after schools reopened on May 2020 and 694 teachers participated. The findings indicated that the majority of the participants conceptualised the pandemic as a turning point with regards to the role of digital technologies in schools. Exploratory factor analysis revealed four major factors that affected online instruction during the COVID-19 pandemic: a) teachers’ abilities to design online learning activities; b) teachers’ professional development needs; c) impact of the pandemic on education; and d) teachers’ pedagogical conceptions of online learning. Qualitative data analysis revealed that teachers’ pedagogical skills, in terms of organising effective online learning environments and implementing e-learning interventions in K–12 classrooms, were the key factors for successful online instruction during the pandemic and beyond.

Exploring teachers’ readiness and beliefs about emergency remote teaching in the midst of the COVID-19 pandemic