The COVID-19 pandemic has had a profound impact on adult education programs globally, transforming in-person operations to distance, online enterprises often overnight. Many administrators, instructors, and program staff have been inordinately burdened physically, economically, and socially by the pandemic in ways that could be considered traumatic. The pandemic has also revealed how the insufficient access to educational technology and limited digital literacy has affected program administrators, instructors, and adult students alike. Can the pandemic create the opportunity to elevate adult learning and restructure existing policies and practices moving forward? To grapple with the answers to this question, this exploratory qualitative study sought the perspectives and insights of program administrators and instructors in adult education programs in the northeastern United States. Through an online, mostly open-ended questionnaire, self-reflections of lessons learned were analyzed through a trauma-informed lens (Gross, 2020). Through multiple rounds of coding, the following themes emerged: (1) balancing multiple stressors; (2) coping with pandemic uncertainty; and (3) addressing virtual classroom engagement, remote work, and the digital divide. Recommendations for modifying preservice preparation and ongoing professional development and making programmatic policies and instructional practices that promote distance teaching/learning and digital literacy in more trauma-responsive and inclusive ways were proposed as were areas for future research.

COVID-19 大流行对全球成人教育计划产生了深远的影响，通常在一夜之间将面对面的操作转变为远程在线企业。许多管理人员、教师和项目工作人员在身体上、经济上和社会上都因大流行而承受了过度的负担，这种负担可能被认为是创伤性的。大流行还揭示了教育技术的不足和有限的数字素养是如何影响项目管理人员、教师和成年学生的。大流行能否创造机会来提升成人学习并重组现有的政策和做法？为了解决这个问题的答案，这项探索性的定性研究寻求美国东北部成人教育项目的项目管理者和教师的观点和见解。通过在线（主要是开放式）问卷调查，通过创伤知情的镜头分析了对经验教训的自我反思（Gross，2020）。通过多轮编码，出现了以下主题：（1）平衡多重压力源；(2) 应对大流行的不确定性；(3) 解决虚拟课堂参与、远程工作和数字鸿沟。建议修改职前准备和持续的专业发展，制定计划政策和教学实践，以更具创伤反应和包容性的方式促进远程教学/学习和数字素养，以及未来研究的领域。