Emergencies such as war and pandemics demand more than digital solutions from education systems, they require psychologically supportive and pedagogically adaptive environments that foster stability and emotional resilience for educators. This study explores how Emergency Remote Teaching and Learning Environments (ERTLE) can serve as such a space, particularly for teachers navigating unpredictable and high-stress conditions.

Conducted at the onset of the war in Israel, the research draws on responses from 300 teachers across diverse schools and regions. Through quantitative analysis of survey data, we investigated how remote teaching conditions intersect with teachers’ emotional and professional states, focusing on three key variables: self-efficacy, instructional routine, and anxiety. Particular attention was given to the role of Information Communication Technology (ICT) coordinators, who were tasked with facilitating the transition to remote teaching.

Findings indicate that when teachers felt a strong sense of professional agency in ERTLE settings and received targeted support from ICT coordinators, they were better able to preserve consistent routines and reported lower levels of anxiety. The presence of a stable teaching rhythm emerged as a core mechanism for maintaining emotional well-being and sustaining commitment to instruction, even under duress. ICT coordinators emerged as critical figures not only in providing technical assistance but also in offering emotional reassurance and pedagogical support, particularly among teachers with less digital experience. Educators with prior experience in distance or blended learning environments were more confident and less dependent on support systems, reflecting longer-term adaptation processes observed during earlier global shifts to online teaching.

These findings suggest that asynchronous and flexible remote learning environments can function as resilient educational ecosystems. They enable teachers to recalibrate instructional goals, adapt communication strategies, and maintain a sense of continuity. The results highlight the need for a multi-layered policy framework that integrates digital infrastructure, psychological scaffolding, and professional development for educators in emergency contexts. By illuminating how pedagogical stability and supportive roles within schools can protect and empower teachers, this study contributes to global efforts to enhance instructional preparedness in times of disruption—be it war, pandemic, or climate-induced crisis.

Keywords: Routine-based educational resilience, Emergency Remote Teaching and Learning Environment (ERTLE), teacher anxiety, teacher self-efficacy, Information Communication Technology (ICT) coordinator, educational continuity, emergency teaching policy, asynchronous learning.