Digital transformation under constraint: Access inequities, online assessment pressures, and teacher burnout in remote schooling during pandemic

The rapid and mandatory transition to digital education during the COVID-19 pandemic initiated a global paradigm shift, exposing both the transformative potential of distance learning and the inherent fragilities of existing educational systems. This research paper examines the multifaceted impact of emergency remote teaching within the Greek educational context, focusing on the convergence of access inequities, the technical and pedagogical pressures of online assessment, and the resulting professional burnout among educators. Drawing on data from 65 experienced teachers, the study analyzes the abrupt shift from traditional classrooms to digital environments and evaluates the psychological and structural toll of this adaptation. The results indicate that while the pandemic served as a catalyst for rapid digital literacy and professional development, it simultaneously highlighted a significant digital divide; 78.5% of participants reported infrastructure-related obstacles, while 83.1% identified online assessment validity as a major challenge. Furthermore, the intensified workload and the blurring of professional and personal boundaries led to substantial emotional exhaustion, with female educators appearing more vulnerable to these stressors. Beyond the immediate findings, the study implies that the long-term success of the digital transition depends less on technological availability and more on a fundamental systemic shift. These implications suggest that for a sustainable digital transformation, educational policy must prioritize the institutionalization of teacher well-being, treat high-speed connectivity as a non-negotiable public good, and transition from rigid evaluative models toward formative, process-oriented digital assessment. Ultimately, the research warns that without comprehensive institutional support and a robust framework for professional boundaries, digital tools risk exacerbating social inequalities and professional attrition rather than fostering educational innovation.