Knowledge Sharing as a Catalyst: Quantifying Teacher Readiness for Emergency Remote Teaching Toward Sustainable Development

The COVID-19 pandemic triggered an abrupt transition to emergency remote teaching (ERT), exposing systemic vulnerabilities and accelerating practice-based professional development. This study examines how teachers’ adaptation to ERT provides insights for designing sustainable professional learning systems. Using learning curve (LC) models, we analyze the dynamics of skill acquisition across subject areas and identify knowledge sharing as a critical factor in competence development. Findings suggest that collaborative learning and digital competence – both of which intensified during the pandemic – should be embedded in teacher education for sustainable development (ESD), ensuring preparedness for future disruptions and fostering lifelong learning.