Abstract:
Curriculum reformists were caught off-guard over the past two years by the unforeseen and extreme
pressure of the COVID-19 pandemic. This phenomenon threatened to engulf humans in despair.
Institutions of higher learning initiated moves to remote learning, as a measure to prevent the spread of
the virus while continuing to promote teaching and learning. Scholars were absorbed by grasping the
importance and application of a revolution in curriculum reform. The use of remote learning in
curriculum practice to improve teaching and learning is a recent initiative in the package of curriculum
and pedagogical reforms in South Africa. The aim of this paper is to reflect on adaptive experiences of
pre-service economic and management sciences teachers, their ability to adapt curriculum practice to
remote learning of this specific curriculum, and pedagogical reform of the use of remote learning in
schools. An architecture theory, which draws on the famous quotation of Adolf Loos's parable about “the
poor rich man” and whether they really understand the lesson, was used as the main lens for the study. An
interpretative phenomenological analysis approach, as a form of critical education science, was employed
to generate data. The basic purpose and essence of the IPA approach in a qualitative research study is to
examine the life experiences of the research participants and to allow them to narrate the research
findings through their lived experiences and critical reflections, thereby deliberately embracing diversity
as characterised by the unequal context of South African education. Phenomenological analysis was used
to arrive at the following findings. First, higher learning institutions are obligated to create practical
learning experiences for pre-service teachers. Second, the phenomenon that resulted in the necessity to
embrace remote learning impacted participants academically, socially and psychologically. The paper
concludes with the recommendation that the prefigured remote learning for professional teaching practice
should be reconfigured.
