Introduction

When the health order shut down in the wake of Covid-19, turning the world upside down, digital solutions quickly came to the rescue of continuing education (i.e., Ferdig et al., 2020). However, it was not without its challenges for educators, as they had to set up or step up their online engagement with students without any time to prepare for it (Robinson-Neal, 2021). We need to also be conscious that when we talk of the shift to remote online learning, we are making the assumption of online learning largely for the developed countries and the privileged few of developing countries who can afford it (Das, 2021; World Economic Forum, 2021). The Covid crisis was experienced globally by educators, but differently because of the differences in cultures and socioeconomic conditions in which each is located. Therefore, it is important to grasp a sense of these differences as well as similarities and learn from these differences and similarities if we want to make learning more robust for students of all cultures and social groups. How we respond and the actions we take now as educators will have a profound impact on the future of education (Stanistreet et al., 2020). We have a choice – walk through the portal of pandemic lightly, reimagining a better tomorrow or let ourselves be weighed down by “dead ideas” of yesterday to maintain the status quo, as Roy (2020) pointed out. This section of the Yearbook is the outcome of the willingness of ISATT's National Representatives from 29 diverse geographic and cultural contexts spanning five continents of the world to learn from one another about the ways in which they managed the exceptional circumstances caused by the pandemic and use this synergy to cocreate new meaning and contribute to the process of reenvisioning teacher education.