Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 8

Volume XXIII Issue VIII Version I 6 ( ) Global Journal of Human Social Science - Year 2023 G © 2023 Global Journals Student Engagement and Motivation in Post-Pandemic Higher Education Mathematics: A Concept Paper to utilize such technologies to promote student collaboration and self-regulated learning (Engel et al., 2023). It is also vital thateducators are able to teach and support students in using digital technologies that are more sophisticated so as not to discourage them (Ní Shé et al., 2023). With the myriad of educational technologies available in the modern era, it is imperative that educators remain knowledgeable and confident in not only using them but also guiding their students on navigating them. In terms of policy, it is vital for educators to undergo continuous training on digital technologies for education to maintain their digital competence. The training should not only focus on improving educators’ digital skills but also their confidence in utilizing those skills as many educators tend to underestimate their skills or choose not to explore the various digital options and software features for education (Brunetto et al., 2022; Inamorato dos Santos et al., 2023). Educator training should not be limited to knowledge and practices of online education, but also be focused on their beliefs regarding technology (Brunetto et al., 2022). This is especially important for older educators who may not feel comfortable using digital technologies (Inamorato dos Santos et al., 2023). If educators do not change their negative beliefs about digital technology use in education, the knowledge they obtain may be rendered useless and the practices they learned may not be implemented (Brunetto et al., 2022). It is imperative that educators’ knowledge, beliefs, and practices regarding digital technologies and online education are targeted as a whole in training. Institutional policymakers are thus encouraged to continue promoting digital transformation in higher education as a way to cultivate educators’ digital competencies and confidence (Inamorato dos Santos et al., 2023). Policymakers are also encouraged to keep the option of online classes open for students who may be more comfortable with this setting. In line with this, Turan et al. (2022) recommended providing in-service training to enhance educators’ competencies in terms of online education. These approaches, strategies, and practices discovered and enhanced during thepandemic era are not simply temporary remedies for the pandemic conditions, but can be adapted as improvements for mathematics higher education in the long run. VI. C onclusions The transition of mathematics education from face-to-face to online to hybrid settings from pre- to post-pandemic has served as a challenge for educators in terms of keeping their students engaged and motivated to learn (Brunetto et al., 2022; Sum & Oancea, 2022). The physical distance and lack of meaningful interactions in online education led to students' feelings of isolation and demotivation (Leal Filho et al., 2021; Turan et al., 2022). Mathematics educators, who are used to participative styles of teaching due to the complex and abstract manner of their subject, found it extremely difficult to keep their students engaged during this period (Brunetto et al., 2022). Although educators have made effective use of technological advancements to address this challenge (Albano et al., 2021; Suripah & Susanti, 2022), the gap in the literature remains regarding how to maintain or enhance student engagement and motivation upon transitioning to face-to-face or hybrid classes in the post-pandemic era. Previous authors have noted the need to re-examine mathematics higher education approaches, strategies, and practices before and during the pandemic to arrive at an effective balance for the post-pandemic era (Albano et al., 2021; Brunetto et al., 2022; Hunter et al., 2022). More research is urgently required to obtain best practices for this new transition period. Declarations Availability of data and materials: Not applicable. Funding: This research received no external funding. A cknowledgements To my family and friends. R eferences R éférences R eferencias 1. Ahmad, A., Mohamed, Z., Setyaningsih, E., & Sugihandardji, C. (2021). Online learning interaction of mathematics teacher in junior high school: A survey in the COVID-19 pandemic. Infinity Journal , 10 (2), 271-284. https://doi.org/10.22460/infinity.v10i 2.p271-284 2. Albano, G., Antonini, S., Coppola, C., Dello Iacono, U., & Pierri, A. (2021). “Tell me about”: alogbook of teachers’ changes from face-to-face to distance mathematics education. Educational Studies in Mathematics , 108 (1), 15-34. https://link.springer . com/article/10.1007/s10649-021-10108-2 3. Bakker, A., Cai, J., & Zenger, L. (2021). Future themes of mathematics education research: an international survey before and during the pandemic. Educational Studies in Mathematics , 107 (1), 1-24. https://doi.org/10.1007/s10649-021- 10049-w 4. Barnett, E. A., & Cho, S. (2023). Caring campus: Faculty leadership in student success . CCRC Community College Research Center. 5. Barrot, J. S., & Acomular, D. R. (2022). How university teachers navigate social networking sites in a fully online space: provisional views from a developing nation. InternationalJournal of