Entering a Career as an ECR in an Increasingly Shifting Academic Landscape: The Value of Different Forms of Capital

Previous research has indicated that many PhD students undertake a PhD degree with the goal of pursuing a career in academia. Due to the competitive nature of the post-PhD job market, many of these students feel the necessity to undertake extra work outside of their degrees to increase their chances of securing employment via increasing their overall academic profile. Examples of this work include publishing in academic journals, as well as gaining teaching experience in higher education settings. The PhD journey in and of itself can be an all-encompassing lived experience, placing the doctoral student under high levels of stress, as well as negatively impacting their work/life balance and overall wellbeing. As such, any additional work taken on by the student can further add to this burden. The COVID-19 pandemic has generated an environment of economic instability in the field of higher education, which has worsened the competitive academic employment landscape. Using Bourdieu's theory of practice, in this chapter I will detail my own experiences in the field of higher education. This will include (a) my experiences as a PhD student attempting to develop my academic profile to be a competitive candidate in the post-PhD job market, and (b) as an early career researcher navigating this job market throughout the pandemic. Of particular interest is the concept of capital and how the value of various types of capital have shifted throughout the pandemic, and subsequently how my experiences of this within the field of higher education have influenced my overall academic identity. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

Smart collaborative ecosystem: leading complex school systems

Purpose: The need to innovate and apply alternative forms of school organization is evident as the COVID-19 pandemic has generated a need to establish new conceptualizations of schools and education management. The paradigm shift in learning inexorably necessitates a corresponding paradigm shift in educational organization, administration and management in order to build organizational resilience and capital. This study proposed framework seeks to address this issue by proposing a transformation of educational organization and management, shifting away from the unilateral, hierarchical school models and towards a unique, smart collaborative school ecosystem in which residents, industries, schools, universities and research centers can create new digital knowledge and inventive products, services and solutions by enlarging their capitals. Design/methodology/approach: Drawing upon Bourdieu's theory of social capital, our theoretical contribution is to present the influence of three forms of capital (social, economic and cultural) in cultivating educational capacity and resilience in the school ecosystem, with a particular focus on the role of digital capital in reinforcing the school ecosystem capitals. The authors also argue that ecosystem leaders and principals as boundary spanners play an important role in promoting capital exchange and enlargement as they balance the permeability of organizational boundaries at times of crisis by maneuvering across fields. Findings: Achieving educational improvement and building organizational capacity and resilience through the enlargement of system (and subsystem) capitals requires that key actors develop synchronized interpretations of educational aims and functions in various contexts. The authors delineate the importance of developing a synchronization strategy in the proposed conceptualization of smart and resilient school ecosystems. Originality/value: By integrating research from both non-educational and educational literature, the proposed framework provides a new perspective for educational administration, organization and management, shifting away from the unilateral, hierarchical school models toward a unique, smart collaborative school ecosystem in which members can create new knowledge by enlarging their capitals. Practical lessons for leaders and policymakers from our conceptual framework are proposed. © 2023, Emerald Publishing Limited.

Tangency and multiple factors of violence against lecturer: nuances of the experience in pedagogical practices in health education

In this context, a literature review aimed at analyzing the teaching activity and its constituent elements in Brazilian public universities and relating it to mental illness found that precarious work conditions and work overload, flexibilization of labor relations, financing shortage, excess of institutional control, poor infrastructure and violence are factors that affect the mental health of lecturer, who can develop Burnout Syndrome and Common Mental Disorders®. The concept of symbolic violence proposed by Pierre Bourdieu(6) is defined as "subtle violence", in which the victim does not perceive the aggression and sometimes acts condescendingly. [...]the literature® points to the urgent need to give visibility to the phenomenon of symbolic violence in pedagogical relationships in higher education. The exclusion criteria were being on vacation, work leave, and/or absent from work during the data collection period(12-13). Data collection and organization Data were collected from September 2020 to February 2021, through a semi-structured interview with questions recorded in the Google Forms platform and applied and recorded by the researcher via Google Meet, on a date and time scheduled at the convenience of the interviewee, due to the COVID-19 pandemic declared by the World Health Organization (WHO) in January 2020.

Pandemic Spiritual Leadership: A Trans-national Study of Innovation and Spiritual Practices.

Background: The COVID-19 pandemic introduced disruption that crossed sectors, borders, and disciplinary boundaries. Among faith communities and religious leaders, numerous commentators have observed technological innovations in response to physical gathering disruptions. We outline a form of pandemic spiritual leadership that supports faith communities beyond digital innovation by combining original empirical research and a novel conceptual framework. Purpose: Our project examined innovation through a comparative study of how faith leaders adapt religious practices during a time of disruption. While existing research on congregational responses to COVID-19 has documented sustained technological innovation, our research argues that technological innovation is only one feature of a broader catalog of innovative practices. Methods: To generate a trans-national sample, we used purposive sampling in two distinct locations, Pacific Northwest United States and Aotearoa New Zealand. Although separated by culture and geography, a purposeful sample across these two contexts illustrated how spiritual leaders in post-Christian contexts similarly responded to the pandemic crisis. The research involved semi-structured interviewing of nineteen faith leaders from seventeen communities we observed undertaking creative adaption. A trans-national selection deepened understandings of the dynamism of the unfolding pandemic and how limits, experienced differently in diverse contexts, can be generative. Results: Our study identified six organizing practices: blessing, walking, slowing, place-making, connecting, and localizing care. We demonstrate how the presence of God is cultivated amid local letterboxes and neighborhood crossroads and argue for an intensification of the local as markers of pandemic spiritual leadership. These interrelated spiritual practices express features of Michel de Certeau's "pedestrian utterings," Joseph Schumpeter's "creative recombination" and Pierre Bourdieu's social theory. Working with Certeau, we describe pedestrian utterings as historic church practices reframed as everyday local practices. Working with Schumpeter, we describe how the six practices and the language of innovation used by participants express creative recombinations. Working with Bourdieu, we consider how disruption realigns social fields, including between individuals, congregations, and broader communities. Finally, amid social distancing, congregations proved to be an anchor in resourcing this pandemic spiritual leadership. Conclusions and Implications: These four theoretical foci and six localizing practices provide a conceptual framework for future research into spiritual practices and religious leadership in the wake of a crisis. Confinements in space and movement can be generative of spiritual practice. For religious leaders and organizations, the research informs the cultivation of concrete practices that can encourage communities of care as part of crisis preparation. For scholars and religious practitioners alike, while pandemics enforce social separation, pandemic spiritual leadership combines attention to the local and the particular, as new forms of in-place practice emerge to sustain faith communities.

Geography-mediated institutionalised cultural capital: regional inequalities in graduate employment

This article investigates how regional inequalities shape the employment seeking experiences and behaviour of graduates by drawing on the case of Chinese Master's graduates under COVID19. Based on interviews with graduates who chose to work as the 'targeted selected graduates' (TSG) of University A, located in the underdeveloped regions of North-western China, we show how their employment seeking was jointly impacted by three different but inter-related fields, the national economic, higher education, and graduate employment fields. These students were situated in a unique juncture across these fields;while their elite credentials from University A qualified them for these elite TSG programmes, they were disadvantaged by being excluded from TSG recruitments at economically developed regions. Importantly, we highlight that institutionalised cultural capital in the form of academic credentials from elite HEIs does not work in a 'straightforward' manner, but it has to be considered in conjunction with the geo-economic locations of their HEIs. We, therefore, propose the notion of 'geography-mediated institutionalised cultural capital' to capture this significant but under-theorised aspect of the graduate employment scene. This conceptual innovation enlightens the analysis of regional differences in different countries by considering how official or unofficial regional authorities' interventions shape graduate employment.

Lateral Relations in World Politics: Rethinking Interactions and Change among Fields, Systems, and Sectors

Scholarship drawing from a wide array of perspectives including field theoretical and functional differentiation approaches has shed increasing light on the sectoral dimensions of world politics. In contrast to dominant approaches emphasizing hierarchy and power in relations between global fields, this article offers a novel interpretive framework for understanding how diverse fields, systems, or sectors may interact and facilitate change in world politics beyond the operation of established hierarchies and power dynamics. Taking forward the previously underutilized concept of symbolically generalized media of communication, this article elucidates two processes of international political change by which different fields, systems, or sectors may transform world politics. The first process, lateral retreat, is illustrated with reference to the case study of the Protestant Reformation, in which internal changes in the religious field facilitated the development of an increasingly autonomous political domain. The second process, lateral penetration, is illustrated with reference to the international political response to the climate change and Covid-19 crises, in which the scientific sector contributed toward transformed political priorities and associated hierarchies, at least in the short term. These diverse cases are used to indicate the broad potential scope of application of the concept of symbolically generalized media of communication to enrich relational theorizing in the study of international relations, and to improve understanding of diverse dynamics of international political change missed in traditional power- (and anarchy-) centric accounts.

Informal sellers and formal markets: a habitus gap

Purpose>In developing economies, 30% of the gross domestic product on average is undertaken by unregistered businesses. The informal economy leads to high opportunity costs by preventing gains from trade with strangers. To overcome this obstacle, sellers who usually operate in the informal economy should strive to move to formal markets. Current theories are drawn from a view of markets as institutions governed by formal and informal rules. In a nutshell, informal-formal market transitions must be met with a regulative solution. However, the overall results have been disappointing. This failure invites a re-diagnosis of the problem that informal sellers face to act in formal markets and suggesting novel solutions. This paper aims to address this gap.Design/methodology/approach>This is a conceptual paper. The authors adopt MacInnis’s (2011) framework to characterize the approach to theory development.Findings>The authors argue that extant views of formal/informal markets differences address only one of Scott’s (2014) three pillars (regulative, normative and cultural-cognitive). By drawing on Bourdieu’s legacy, the authors propose a cultural-cognitive reading of institutions and suggest it offers a lens to understand the problem as an access challenge, and thus a marketing problem. This perspective allows us to conceptualize informal/formal markets as two distinct institutional fields and argues that all individuals inhabit a particular habitus and contend that moving between markets requires a habitus shift. Thus, acting in formal markets involves bridging a habitus gap. Finally, the authors argue the need for a market-facing intermediary that takes on a market habitus bridging role.Research limitations/implications>The authors suggest future research efforts could benefit from this new conceptual lens as a means of re-diagnosing other forms of market access that have produced disappointing results.Practical implications>By looking at differences between formal and informal markets as a habitus gap, the allocation of public funds to support transitions can be better targeted and spent.Social implications>The concept of market-facing intermediaries suggests that the beneficiary (e.g. informal seller) and target populations can be different. This insight could catalyze social innovation and trigger novel perspectives to design systemic solutions.Originality/value>Conceptualizing the formal-informal market transition as a habitus gap suggests new directions to resolve access challenges and a new mediator solution.

‘SYMBOLIC POWER’ IN THE OFFICIAL COVID-19 FIELD AND LANGUAGE

The covid-19 pandemic caused countries around the globe to take measures, and to construct a specific set of language to talk about the virus. The present discussion paper aims to unpack this language based on Pierre Bourdieu’s theory of ‘symbolic power’, and social observations. The analysis indicates that the covid-19 field was formulated where an official language was produced, including scientific, war, enforcement and censorship linguistic practices. The paper discusses why there is not one covid-19 field and linguistic practice, causing a diversity of understanding the pandemic. The paper opens new directions in studies of language on public health threats. © Global Knowledge Academics, authors. All rights reserved.

CHASING SHADOWS:YOUNG PEOPLE, HOMELESSNESS AND COVID-19

Purpose: This paper examines the effect the Covid-19 pandemic has had on the homeless by concentrating on the younger members of this population from the first lockdown in March 2020 to what was referred to colloquially as ’Freedom Day’ in July 2021. Design/Methodology/Approach: This has been achieved by using an auto-ethnographic approach set in a town in Essex, England with local stakeholders and the young homeless. Conducting interviews with the homeless is problematic as this population by its nature is fluid, and inhabits the ‘shadow lands’ of society. The sample cohort is therefore small;however, the paper gives a snapshot on the lived experiences of the people both working and living within this field. Findings: It examines this in two broad sections: firstly, giving an overview of looking at who is classed as ‘the homeless’ in the United Kingdom (UK). It will then go on to explore the concerns being raised with regards to the increasing number of rough sleepers and those who are considered as homeless before the onset of the pandemic. Secondly, in early 2020 as the destructive scale of the virus became apparent there were urgent calls for ‘something’ to be done to protect the homeless. It will look at the British Government’s policies to get all rough sleepers off the street and into emergency accommodation, and to protect those vulnerably accommodated from eviction. Whilst these policies were intended to alleviate the destructive nature of the virus, they also created problems in the provision of services to this cohort. © 2021, RJ4All Publications. All rights reserved.

A nomos perspective of shipping service industries

This article seeks to provide a sociological understanding both of the logistics service field and of the impact the COVID-19 pandemic has had on this field. To address this issue, we analyze the case of logistics services used by the shipping industry to manage maritime safety, namely statutory and classification services. These services verify the compliance of shipping vessels with private and public safety norms. We develop the Bourdieusian concept of nomos, according to three dimensions: A normative framework, a legitimate vision, and structural divisions. The findings highlight a complex set of industrial and regulatory norms which give rise to complementary and sometimes overlapping obligations. Nomos materializes as some actors, typically IACS member societies, benefit from an uncontested legitimacy to deliver such services, whereas other actors are excluded for a variety of reasons. © 2021 by the authors.

The field of solidarity in times of a pandemic: Results of an online survey in Hungary

Despite its central importance, solidarity is seldom analysed in a comprehensive manner. Most related studies target only specific aspects of its complex mechanisms, such as the functioning of redistributive systems, the private networks and practices of care, or civil society. Our study aims at providing a comprehensive analysis by understanding solidarity as a field in Bourdieu's sense: involving supportive interactions;competition for the related symbolic capital;illusio that provides legitimate frames of deservingness and respectability;and habitus depending on the broader structural position. To understand the contemporary solidarity field of Hungary, these dimensions are mapped all at once in a unified framework: types of problems and needs of individuals;sources and perceptions of received support;types of support provided to family members and friends;and finally, types of support provided to generalised others - these factors constitute the dimensions of a cluster analysis that describes ideal-typical positions. The positions are analysed from the perspective of their structural background and the related attitudes. From a sociological perspective, situations like the pandemic provide a unique opportunity for analysing otherwise tacit patterns of solidarity. Besides this opportunity, the pandemic is also used as a comparative framework: in the final section, the changes occurring in the various positions are also overviewed to highlight the dynamics of the solidarity field.

Technological Transformation Processes and Resistance-On the Conflict Potential of 5G Using the Example of 5G Network Expansion in Germany

The expansion of fifth-generation wireless technology (5G) has been assigned the significance of a 'key technology' in connection with technological advances in the context of the digitalization of societies, which is a central goal of current governments in leading industrialized nations. As with other large-scale infrastructure projects such as the expansion of renewable energies as part of the energy transition in Germany, the plans for implementation are meeting with great resistance from the population, sometimes resulting in arson attacks on 5G transmission masts. Current research on 5G focuses primarily on technical-economic, health-related and, in the context of the COVID-19 pandemic, increasingly conspiracy-theoretical aspects, while questions of acceptance or conflict potential have received little attention to date. This article aims to address this research gap and, on the basis of a conflict-theoretical perspective according to Dahrendorf combined with a socio-economic contextualization in the sense of Bourdieu, approaches the question of the extent to which social conflict has already progressed and what regulatory possibilities socio-economic contexts assume in terms of significance. For this purpose, about 70 identifiable internet presences of citizens' initiatives against 5G were qualitatively and quantitatively evaluated.

The time-space tactics of Chinese Buddhist and Taoist believers under state-religion tension

This study explores the experience of elderly rural Buddhist and Taoist believers in communist China where the ruling party has maintained decades-long regulatory control over religion. Based on ethnographic observation and oral histories, the analysis begins with how the actors made sense of and coped in their relationship with the state during the fieldwork period (May-June 2020) when state regulations restricted public religious practice because of COVID-19. The analysis then looks back on how practitioners experienced tightening state ideological control from the early 2010s to before COVID-19;further back at the religious revival during the opening and reform (1980s-2010s);and finally, the Cultural Revolution period (1960s-70s) when strict atheistic measures were imposed. Their narratives reveal the practical logic (habitus) which practitioners used to mediate their resistance against and compromise with the authoritarian state. Specifically, four logical modes that involve actors' different time-space tactics were identified, namely state-religion disengagement, state-religion enhancement, religious (dis)enlightenment, and karma. The implications of these ostensibly conflicting modes of thinking in mediating the actors' resistance-compliance interface in contemporary China are discussed.

Notes on law and police occupational culture in Brazil's Military Polices: An explorative study

This research discusses the relations between law and police culture in the context of Brazil's Military Polices, aiming to contribute both to discussions about these corporations' non-compliance with legal standards and to socio-legal knowledge on policing. Pierre Bourdieu's conceptualization of the juridical field, along with Erving Goffman's theory of interaction rituals, are used to design a qualitative exploratory study that combines semi-structured interviews with lower-rank officers and observation of criminal trials in which these participated as witnesses. Due to COVID-19, methods were adapted to online platforms. The analysis suggests that Brazil's juridical field structurally conditions the development of its police culture, although not in the ways intended. Additionally, law appears as an important symbolic figure in the construction of the officers' occupational selves, and it is argued that contact with legal institutions engenders particular strategies of self-presentation, aimed at safeguarding both appearances and internal ideas about the profession.

Design, Implementation, and Evaluation of a Distance Learning Framework to Adapt to the Changing Landscape of Anatomy Instruction in Medical Education During COVID-19 Pandemic: A Proof-of-Concept Study.

This study presents the design of a DL-framework to deliver anatomy teaching that provides a microfiche of the onsite anatomy learning experience during the mandated COVID-19 lockdown. First, using nominal-group technique, we identified the DL learning theories to be employed in blueprinting the DL-framework. Effectiveness of the designed DL-framework in anatomy teaching was demonstrated using the exemplar of the Head and Neck (H&N) course during COVID-19 lockdown, in the pre-clerkship curriculum at our medical school. The dissemination of the DL-framework in the anatomy course was informed by the Analyse, Design, Develop, Implement, and Evaluate (ADDIE) model. The efficiency of the DL-framework was evaluated using the first two levels of Kirkpatrick's model. Versatility of the DL-framework was demonstrated by aligning its precepts with individual domains of key learning outcomes framework. The framework's blueprint was designed amalgamating principles of: Garrison's community inquiry, Siemens' connectivism and Harasim's online-collaborative-learning; and improved using Anderson's DL-model. Following the implementation of the DL-framework in the H&N course informed by ADDIE, the framework's efficiency was evaluated. In total, 70% students responded to the survey assessing perception toward DL (Kirkpatrick's Level: 1). Descriptive analysis of the survey results showed that the DL-framework was positively received by students and attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick's Level: 2 i.e., cognitive development, we compared the summative assessment performance in the H&N course across three cohort of students. The results show that the scores of the cohort, which experienced the course entirely through DL modality was statistically higher (P < 0.01) than both the other cohorts, indicating that shift to DL did not have an adverse effect on students' learning. Using Bourdieu's Theory of Practice, we showed that the DL-framework is an efficient pedagogical approach, pertinent for medical schools to adopt; and is versatile as it attests to the key domains of students' learning outcomes in the different learning outcomes framework. To our knowledge this is the first-study of its kind where a rationale and theory-guided approach has been availed not only to blueprint a DL framework, but also to implement it in the MBBS curriculum.

Agency-structure dynamics in an indigenous mathematics education community in times of an existential crisis in education.

This article is a synthesis of the historical account of the ongoing suppression of Maori indigeneity (language and cultural knowledge) in mathematics education for over 100 years. During that time, Maori, the Indigenous people of Aotearoa New Zealand, have been ravaged by the effects of globalisation as an outcome of colonisation, resulting in loss of property, linguistic, and cultural rights, that have been compounded by the damaging effects of diseases that have cumulatively sustained negative socioeconomic and education outcomes to this day. The COVID-19 pandemic, which arrived on Aotearoa New Zealand shores in February 2020, exposed and further exacerbated the deep inequities that already existed due to the legacy of assimilation policies. This article draws on Bourdieu's notions of capital, habitus, and field to frame our analysis of the capacity and potential for Maori to act as agents within, and against, multiple cultural and structural pressures that have impacted the historical development of Maori-medium mathematics education, and the capacity of the Maori-medium mathematics community to cope while schools were closed during the COVID-19 pandemic. This article reveals that despite some recent positive structural changes in response to the emergence of Maori-medium schooling in the 1980s, and partly due to the high status of mathematics educationally, many structural challenges remain. In 2020, in response to having to deliver mathematics education remotely, the Maori-medium community, including parents, teachers, and associates, used their individual and collective agency to overcome the structural barriers created by physical school closures.

Design, Implementation and Evaluation of a Distance Learning Framework to Expedite Medical Education during COVID-19 pandemic: A Proof-of-Concept Study.

Background: The COVID-19 pandemic has forced medical schools to suspend on-campus live-sessions and shift to distance-learning (DL). This precipitous shift presented medical educators with a challenge, 'to create a "simulacrum" of the learning environment that students experience in classroom, in DL'. This requires the design of an adaptable and versatile DL-framework bearing in mind the theoretical underpinnings associated with DL. Additionally, effectiveness of such a DL-framework in content-delivery followed by its evaluation at the user-level, and in cognitive development needs to be pursued such that medical educators can be convinced to effectively adopt the framework in a competency-based medical programme. Main: In this study, we define a DL-framework that provides a 'simulacrum' of classroom experience. The framework's blueprint was designed amalgamating principles of: Garrison's community inquiry, Siemens' connectivism and Harasim's online-collaborative-learning; and improved using Anderson's DL-model. Effectiveness of the DL-framework in course delivery was demonstrated using the exemplar of fundamentals in epidemiology and biostatistics (FEB) course during COVID-19 lockdown. Virtual live-sessions integrated in the framework employed a blended-approach informed by instructional-design strategies of Gagne and Peyton. The efficiency of the framework was evaluated using first 2 levels of Kirkpatrick's framework. Of 60 students, 51 (85%) responded to the survey assessing perception towards DL (Kirkpatrick's Level 1). The survey-items, validated using exploratory factor analysis, were classified into 4-categories: computer expertise; DL-flexibility; DL-usefulness; and DL-satisfaction. The overall perception for the 4 categories, highlighted respondents' overall satisfaction with the framework. Scores for specific survey-items attested that the framework promoted collaborative-learning and student-autonomy. For, Kirkpatrick's Level 2 that is, cognitive-development, performance in FEB's summative-assessment of students experiencing DL was compared with students taught using traditional methods. Similar, mean-scores for both groups indicated that shift to DL didn't have an adverse effect on students' learning. Conclusion: In conclusion, we present here the design, implementation and evaluation of a DL-framework, which is an efficient pedagogical approach, pertinent for medical schools to adopt (elaborated using Bourdieu's Theory of Practice) to address students' learning trajectories during unprecedented times such as that during the COVID-19 pandemia.

Confronting the Challenges of Anatomy Education in a Competency-Based Medical Curriculum During Normal and Unprecedented Times (COVID-19 Pandemic): Pedagogical Framework Development and Implementation.

BACKGROUND: Anatomy is considered to be one of the keystones of undergraduate medical education. However, recently, there has been drastic reduction, both in gross anatomy teaching hours and its context. Additionally, a decrease in the number of trained anatomists and an increase in the costs associated with procuring human cadavers have been noted, causing a diminution of cadaveric dissections in anatomy education. OBJECTIVE: To address these challenges, there is an ardent need for a pedagogical framework such that anatomy education can be disseminated through active learning principles, within a fixed time frame, using a small team of anatomists and a small number of cadaveric specimens (for live on-site sessions) as well as collaborative learning principles. The latter is particularly important when anatomy education is delivered through distance learning, as is the case currently during the COVID-19 pandemic. METHODS: Here, we have blueprinted a pedagogical framework blending the instructional design models of Gagne's 9 events of instruction with Peyton's 4-step approach. The framework's applicability was validated through the delivery of anatomical concepts, using an exemplar from the structure-function course Head and Neck during the normal and COVID-19-mandated lockdown periods, employing the archetype of Frey syndrome. Preliminary evaluation of the framework was pursued using student feedback and end-of-course feedback responses. The efficiency of the framework in knowledge transfer was also appraised. RESULTS: The blueprinted instructional plan designed to implement the pedagogical framework was successfully executed in the dissemination of anatomy education, employing a limited number of cadaveric specimens (during normal times) and a social media application (SMA)-integrated "interactome" strategy (during the COVID-19 lockdown). Students' response to the framework was positive. However, reluctance was expressed by a majority of the faculty in adopting the framework for anatomy education. To address this aspect, a strategy has been designed using Mento's 12-step change management model. The long-term benefits for any medical school to adopt the blended pedagogical framework have also been explicated by applying Bourdieu's Theory of Practice. Additionally, through the design of an SMA interactome model, the framework's applicability to the delivery of anatomy education and content during the ongoing COVID-19 pandemic was realized. CONCLUSIONS: In conclusion, the study effectively tackles some of the contemporary key challenges associated with the delivery of anatomy content in medical education during normal and unprecedented times.