What is it about?

In this paper, we argue that the widespread lack of teacher readiness for online instruction during the COVID-19 pandemic highlights a long-standing failure of teacher preparation programs to treat remote teaching as a core professional competency. To address this systemic vulnerability, the authors propose a comprehensive roadmap for the mandatory integration of online and blended learning competencies into educator training. This roadmap outlines six essential actions, including developing research-based standards, requiring supervised online field experiences, and establishing enforceable accreditation requirements to ensure future educators are prepared for modern instructional disruptions.

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Why is it important?

This paper is important because we highlight a critical vulnerability in modern education exposed by the COVID-19 pandemic and other real-world crises, namely a widespread and persistent lack of teacher readiness for online instruction. To move past reactive improvisation, we provide a structured, actionable six-point plan designed to mandate online and blended learning competencies within formal teacher preparation programs and accreditation standards. Ultimately, our work demonstrates that preparing educators for digital environments is a long-term professional necessity, as increasingly frequent modern disruptions like climate change, severe weather, and civic unrest make remote learning an inevitable reality of contemporary schooling.

Perspectives

This paper represents a rewarding multi-year collaboration with Dr. Barbour in which we have synthesized several years of observations, research, dialogue, and presentations on educator readiness. Our hope is that this paper will help inform policy and practice related to teacher preparation programs.

Professor of Instructional Technology Charles B. Hodges
Georgia Southern University

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This page is a summary of: No more excuses: Mandating online learning competencies in all teacher preparation programs, Computers & Education, November 2026, Elsevier,
DOI: 10.1016/j.compedu.2026.105686.
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