Lived Experiences during the Pandemic: Three Case Studies of English Teaching in Primary School in Costa Rica

Abstract

During the pandemic, Costa Rica implemented two instructional modalities prior to a full return to in-person classes: distance education and blended (hybrid) education. This qualitative study, conducted between 2020 and 2025, examined the lived experiences of 15 primary school English teachers from the country’s Huetar Norte region, using a multiple-case study design with embedded units focused on the processes of distance education, blended education, and the return to face-to-face instruction. The purpose was to understand the effects of the health crisis on teachers’ work contexts. Across the three studies, three main themes were identified: work context, emotions, and pedagogical mediation processes. Data were gathered through semistructured interviews, document analysis, photo-elicitation, and body mapping; an inductive analysis was carried out using ATLAS.ti and WebQDA. Findings reveal that teaching work intensified across modalities, blurring the boundaries between personal and professional life and increasing workload. Socioemotional well-being was affected by stress, overload, and uncertainty; nevertheless, empathy, commitment, and a strong sense of responsibility emerged. During this period, pedagogical mediation was transformed through digital resources, WhatsApp communication, and differentiated methodologies. We conclude that the pandemic deepened inequalities in rural contexts with low connectivity and limited access to devices, generating educational setbacks. The importance of collaborative management and institutional support in times of crisis is likewise confirmed. This study provides inputs to guide contextualized pedagogical policies focused on ensuring equitable, high-quality education.