The objective of this double symposium (Part I and Part II) is to present the first results from the cross-cultural CRTS-Study (Coronavirus Related Teaching Situation) which was conducted during the first Coronavirus-related lockdown in spring 2020. Based on data from the common online survey distributed to university teachers, plus additional qualitative data, researchers from Israel, Germany, France, the United Kingdom, Switzerland, Russia, and the USA analyse the current situation of Emergency Remote Teaching (ERT).

In the Part I of the symposium the first contribution focusses on the impact of this emergency situation on the pedagogical practices of university teachers, and on their pedagogical conceptions, by applying a mixed methods study among university teachers in Israel. The second presentation provides a comparative analysis of qualitative data from the CRTS-Study survey in France and Switzerland, focussing on university lecturers´ personal positioning related to professional development during the emergency switch to online teaching. The third presentation examines, from a comparative perspective across five European universities, how perceived online teaching self-efficacy, experience in and attitude towards educational technology affect the integration of educational technology for ERT.

Overall, this session provides unique insights into organisational and pedagogical challenges in Higher Education institutions in different countries resulting from university lockdowns in the first wave of the COVID-19 pandemic. It also discusses the digital and pedagogical potential that has evolved through adaptation efforts during the COVID-19-related situation of Emergency Remote Teaching (ERT) at universities.

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