Maintaining consistent teaching routines is vital for preserving instructional quality and bolstering teacher involvement in digital learning environments—especially during crises that disrupt traditional classroom settings. This study investigates the role of Teaching Routine Consistency (TRC) in supporting teacher involvement across three online instructional modalities: synchronous, asynchronous, and authentic learning activities. Drawing on survey data from 300 Israeli teachers during an ongoing emergency situation in Israel, we examine how TRC influences involvement and how prior remote-teaching experience—particularly from the COVID-19 era—moderates these relationships.

Participants completed validated questionnaires measuring TRC, background variables (e.g., remote-teaching experience), and their involvement levels in synchronous lessons, asynchronous tasks, and authentic, collaborative projects. Mediation and moderation analyses were conducted using PROCESS Model 5, yielding significant overall models for synchronous (F=37.93, p<.001, R²=.34), asynchronous (F=29.93, p<.001, R²=.29), and authentic (F=30.70, p<.001, R²=.29) involvement. The results revealed that TRC plays a pivotal mediating role between various support mechanisms—organizational (e.g., structured lesson schedules), technological (e.g., platform troubleshooting), and emotional (e.g., stress management)—and heightened teacher involvement in all three learning environments. Specifically, the indirect effects of TRC on teacher involvement were β=0.184 (95% CI [0.119, 0.253]) for synchronous, β=0.138 ([0.080, 0.207]) for asynchronous, and β=0.163 ([0.092, 0.240]) for authentic activities.

Moreover, prior distance-teaching experience served as a significant moderating factor. Educators new to online teaching exhibited a more pronounced positive response to routine-focused support, while those with previous experience demonstrated comparatively smaller gains. This suggests that familiarity with digital instruction may temper the incremental benefits derived from stable teaching routines, pointing to the need for targeted professional development tailored to differing levels of teacher expertise.

Overall, these findings underscore the foundational importance of consistent instructional routines for sustaining teacher involvement in diverse digital formats during emergencies. By investing in professional development programs and resources that reinforce TRC—particularly for those new to digital instruction—schools can bolster educator adaptability and ensure the continuity of high-quality teaching despite disruptions to physical classrooms.

Keywords: Teaching Routine Consistency, Digital Learning Environments, Synchronous and Asynchronous Activities, Authentic Learning, Emergency Education.