Remote learning, lived experiences and adaptation of rural Jamaican women during COVID-19

This study examines the lived experiences of remote learning during the COVID-19 pandemic of mothers in rural Jamaica. Semi-structured interviews conducted with 18 mothers in October 2024 are analyzed with Social Learning Theory and Black Feminist Pedagogy to understand how mothers acted as pedagogical agents and reflected on their experiences of assisting teaching during the pandemic. We identify three inductively derived themes: study environment, technology and its challenges, and harmonizing schedules and balancing responsibilities. Each theme had three sub-themes that shed light on distractions, resources, schedules and balancing work, as well as child supervision. Our work has implications for policy and practice which could introduce Black Feminist discourse to center local knowledge in education research conducted in the Caribbean.