Abstract

The COVID-19 pandemic impacted education systems worldwide and focused much of the scientific community's attention. However, after the crisis was over and well into the 2020s, the real impact of what was learned is still being determined. Thus, this article seeks to determine how teachers evaluate the effects of the crisis on their perceptions and current use of technologies. Moreover, this study aims to discover what technologies remain part of teachers’ technology integration in their daily pedagogical repertoire. Through a case study design, 18 teachers and six school administrators from three different schools were interviewed. An open-ended interview guide was assessed by experts and used in the research to find out how they approached teaching, evaluating what they learned during the years 2020 and 2021 and determining which tools were permanently incorporated into the present post-pandemic face-to-face teaching landscape. The results show changes in teachers’ assessment of the educational use of technologies after the COVID-19 crisis. It also identifies the advantages and disadvantages of using technologies and detects tools that continue to be used by teachers in the post-pandemic period. The study proposes a broad and retrospective view of COVID-19 in education to analyze its impact beyond the context of the crisis itself and, instead, to measure the depth of the transformations introduced in education systems worldwide. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.