Chais2025_Heb_and_Eng-web

12E 'Together We Will Win' – Innovation and Collaboration in Emergency Teaching in Temporary Learning Spaces Conclusion The findings reveal both challenges and opportunities in the integration of technology and collaborative processes within emergency education settings. While technology integration largely remained at basic levels such as Substitution and Augmentation, which reflects the immediate need to establish stability and routine under challenging conditions. At the same time, instances of pedagogical innovation driven by volunteers and external support highlight the potential for transformative teaching and learning experiences, even in crisis environments. The study also demonstrates the power of collaboration among educators as a critical mechanism for addressing emotional and pedagogical challenges. Teachers relied on teamwork to adapt swiftly, provide mutual support, and develop meaningful activities for their students. Similarly, collaborative learning among students —even at varying levels—helped foster emotional resilience, reduce isolation, and maintain motivation. These findings highlight that while emergencies present significant challenges, they can also act as catalysts for innovation. To fully leverage these opportunities, structured support, adequate technological resources, and targeted training are essential. These elements not only foster emotional resilience and stability among students and teachers but also ensure the delivery of meaningful, high-quality learning experiences in emergency educational environments. References Antonis, K., Lampsas, P., Katsenos, I., Papadakis, S., & Stamouli, S. M. (2023). Flipped classroom with teams-based learning in emergency higher education: methodology and results. Education and Information Technologies , 28 (5), 5279-5295. https://doi.org/10.1007/s10639-022-11339-3 Blau, I. (2011). E-collaboration within, between, and without institutions: Towards better functioning of online groups through networks. International Journal of e-Collaboration (IJeC), 7 (4), 22-36. http://doi.org/ 10.4018/jec.2011100102 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77–101. https://doi.org/10.1191/1478088706qp063oa Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11 (4), 589–597. https://doi.org/10.1080/2159676x.2019.1628806 Cecchini, J. A., Carriedo, A., Méndez-Giménez, A., & Fernández-Río, J. (2021b). Highly- structured cooperative learning versus individual learning in times of COVID-19 distance learning. European Journal of Teacher Education , 47 (1), 104–119. https://doi.org/10.1080/02619768.2021.1991305 Choi, G. W., Lim, J., Kim, S. H., Moon, J., & Jung, Y. J. (2024). A Case Study of South Korean Elementary School Teachers' Emergency Remote Teaching. Knowledge Management & E- Learning , 16 (2), 259-285. https://eric.ed.gov/?id=EJ1433109 Creswell, J. W. (2021). A concise introduction to mixed methods research . Thousand Oaks, CA,USA: SAGE. http://doc1.lbfl.li/acc/flmf044361.pdf Danylchenko-Cherniak, O. (2023). Creative and collaborative learning during Russian-Ukrainian war period: Philological aspects. Philological Treatises , 15 (1), 51-61. https://doi.org/10.21272/ftrk.2023.15(1)-6