From classroom to online learning during the COVID-19 transition in Thailand: A mixed method study of pedagogical transformation and digital resilience in science-based faculties. Journal of Innovative Learning,

The transition from classroom to online learning has reshapedhigher education, offeringgreater flexibility while presenting new challenges for teaching and learning. This study examines how a Thai university adapted its pedagogical practices acrossfour science-based faculties—Medicine, Science, Engineering, and Information and Communication Technology—usinga large-scale mixed-methods approach. This study employed a convergent parallel mixed-methods design, in which quantitative and qualitative data were collected simultaneously, analyzed separately, and integrated during interpretation.The study analyzed 320,856 student grading records alongside surveys and interviewdata from324 students and 18 instructors. Although statistically significant differenceswere observed (p<0.001), the effect sizes were extremelysmall (d ≈ 0.04), indicating no practically meaningful differences in academic performancebetween classroom and online modes.In contrast,qualitative evidencehighlightednotable contrastsinstudentmotivation, interaction, and engagement. Students appreciated theflexibility and accessibility of online learning but also reported reduced social connection and limited hands-on experience. Three factors—learning motivation, social interaction,andlearning environmentreadiness—were identified as predictors of academic performance (R² = 0.28) and were also associated with perceived learning experiences. Using the Community of Inquiry (CoI) and Technological Pedagogical Content Knowledge (TPACK) frameworks, thestudy interprets thetransition by linking student learning experiences with instructors’pedagogical design, positioning the shift as both a pedagogical transformation and a process of institutional learning toward digital resilience. This study offers an integrated perspective on how pedagogical adaptation and institutional learning contribute to digital resilience