Teaching through the storm: The role of ‘critical emotions’ in shaping teachers’ pandemic transformations

• The study uses transformative learning theory as the theoretical base, and postulates emotions as fuel for change. The case studies cover 3 European countries and examine how teachers’ pandemic struggles change from anxiety to joy, becoming catalysts for profound professional transformation. • This research also discovers that through emotional upheaval, educators can change their focus from crisis to innovation during the pandemic. The educators' life stories demonstrate how each individual rediscovered their passion and reinvented digital pedagogy. • This research coins the term “critical emotions” and expands transformative learning theory and emotional labour from a source of burnout to enduring strengths that could potentially reshape teaching identities. This research examines the emotional journeys of teachers transitioning to online teaching during the pandemic, revealing how emotions shape teaching practices and professional identity. Grounded in Mezirow’s theory of transformative learning, this study positions transformative learning as the theoretical lens through which teachers’ emotional experiences are analysed. As education becomes increasingly digital, understanding the psychological and affective dimensions of teaching is essential. The study argues that intense emotions, from anxiety and frustration to joy and fulfilment, act as catalysts for critical self-reflection, triggering transformative learning processes. Teachers engage in meaning-making that fosters professional growth and rediscovery of their passion for teaching by confronting challenges, reassessing their roles, and adapting pedagogies. Through qualitative case studies of five teachers from Germany, France, and Italy, this research investigates how emotional upheaval prompts reflection, adaptation, and profound shifts in professional perspectives. Thematic and narrative analysis demonstrate that transformative learning, driven by emotional engagement, enables teachers to reinterpret negative experiences, cultivate resilience, and emerge with renewed dedication. The findings underscore transformative learning as a vital framework for understanding how teachers convert emotional challenges into opportunities for empowerment and pedagogical innovation.