Abstract

Home-based Teaching and Learning (PdPR), introduced by the Ministry of Education Malaysia (MOE) during the COVID-19 pandemic, has evolved beyond a mere emergency measure. It has the potential to serve as a flexible learning alternative to ensure educational continuity during temporary school closures caused by crises or disasters. Building on this, this study aims to explore teachers' interaction strategies during the implementation of PdPR. This qualitative study involved 13 secondary school teachers selected through purposive sampling. Data were collected through semi-structured interviews and document analysis, and subsequently analyzed using thematic analysis. The findings revealed three main themes: (i) pedagogical strategies and the adaptation of teaching methods, (ii) social interaction and two-way communication, and (iii) technology-based interaction and learning autonomy. These three themes demonstrate the diversity of interaction strategies employed by teachers to support communication, student engagement, and learning throughout the implementation of PdPR. This study provides an in-depth understanding of the diversity of teachers' interaction strategies and offers significant implications for improving teaching practices to strengthen the quality of education in the future.