Abstract
As the global COVID-19 pandemic forced a sudden transition to emergency online education in early 2020, academic discourse quickly shifted to focus on the new situation and what could be learned from it. The present study gives an overview of the discourse on education during the pandemic in publications that appeared in the top-50 journals on the Clarivate Education list in the period April 2020-May 2021. Based on a final selection of 63 articles and 12 editorials, mostly on higher education, five main themes were identified: affect, teaching practice, teaching context, achievement and assessment, and equity. The academic discourse in these publications indicates that the emergency situation exacerbated previously existing issues: mental distress was observed to rise sharply for all stakeholders and gaps in access to education between different social groups widened. In response, teachers revisited the core values of education to guide them in approaching online teaching. Management focused less on procedures and communicated in a more human and empathic way. We argue that the acute interconnectedness experienced during the pandemic can be used to develop a pedagogy of care in which support is explicitly organized on both socio-emotional and academic levels.