ABSTRACT
This chapter presents a suggested disruptive approach to innovatively bridge the hurdle imposed by the COVID-19 pandemic in Egypt, given the reality of distance learning in mathematics education. The focus is two-fold. Firstly, it addresses educators' community ownership questions, leading their post-COVID world in the virtual schooling sector. Secondly, it discusses questions of educators' community autonomy in exercising this leadership. As major stakeholders, community members are best equipped to assess their contextual reality and respond in culturally sensitive ways to the unfolding educational challenges. In light of the community engagement framework, the chapter argues for a need to envision the fourth industrial revolution more widely by defining and using technology as a teaching and learning tool for mathematics education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.