Petrović, Jelena Šuvaković, Uroš Nikolić, Ivko info:eu-repo/semantics/article 2025 Keywords: COVID-19 pandemic; digital literacy; emergency remote teaching; remote teaching sustainability; technical support; university students; zoom fatigue Sustainability volume: 17 number: 6 startpage: 2769 https://phaidrabg.bg.ac.rs/o:36061 doi:10.3390/su17062769 ISSN: 2071-1050 application/pdf 4256472 bytes Abstract: Emergency remote teaching was first introduced in the educational system of the Republic of Serbia during the COVID-19 pandemic, not as a planned change but as an imposed solution aimed at suppressing this infectious disease. This raises the question of the sustainability of remote teaching after the pandemic and the effects and experiences with emergency form of this method of teaching in the form it was used during the pandemic. Therefore, this paper is aimed at examining whether and in what manner technical factors such as digital competence, device equipment, Internet connection, and Zoom fatigue could contribute to students’ attitudes and satisfaction with this form of teaching, as well as how all these factors might contribute to the perception of satisfaction, efficiency, and sustainability of RT among the students of the teacher education faculties. The research involved 138 female university students from the faculties of education in Serbia. The results point to the unpreparedness of the educational system for the quick transition to emergency remote teaching and to inadequate logistic support for the implementation of this form of learning: from insufficient computer literacy, problems with the good-quality Internet in the territory of the whole country, having no adequate devices for following classes (most frequently mobile phones), students’ dissatisfaction with the effectiveness, to the phenomenon of Zoom fatigue as a consequence. The main finding is that students perceive remote teaching as a “necessary evil”, something that should be applied only when it is absolutely impossible to have the usual form of classes, only in emergency situations. This is also corroborated by the fact that after the pandemic, the school system returned to classes under traditional conditions. This leads to a conclusion about the unsustainability of the remote teaching model in Serbia, at least in the form that was applied, most probably because it was university students’ first and only experience in relation to it gained with emergency remote teaching, in the conditions of the COVID-19 crisis with its health, psychosocial, and economic pressures and with emergency form of this method of teaching. https://www.mdpi.com/2071-1050/17/6/2769 Sustainability of Remote Teaching in Serbia: Post-Pandemic Perspectives from Education Faculty Students eng MDPI All rights reserved