University students’ challenges and coping strategies in emergency remote teaching: Fostering a humanized culture

This qualitative study aimed to uncover the challenges Iranian English as a Foreign Language (EFL) students face and their coping strategies amidst the transition to online education. Employing a phenomenological approach, the researchers conducted semi-structured interviews with twelve EFL MA students at an Iranian university. Data analysis followed Moustakas’ (1994) phenomenological data analysis procedure. This study’s findings revealed a multitude of challenges experienced by the students, categorized into individual, teaching-led, and contextual challenges. In response to these challenges, students employed adaptive and maladaptive coping strategies. The study’s findings offer valuable insights for educational authorities and teachers, encouraging them to empathize with students’ perspectives and understand their unique challenges and circumstances. By recognizing and addressing these challenges, universities can foster a humanizing culture that supports students during difficult times.