**3. Key issues**

The section deals with the key issues which can be applied in post-pandemic teaching-learning situations. As mentioned by Arnove [4] the teaching-learning framework has been shifting to the need-based and technology-guided framework as the face-to-face learning paradigm is being shifted to the online and distance learning paradigm. Similarly, Contipelli and Picciau [5] focused on the facilitation and evaluation system of learned values and they need to be systemized based on the performance analysis of the learners as the learners are the social entity and they need to be audited by social members and stakeholders. As following [6] post method pedagogy is the baseline for the post-pandemic situation because the theory is based on socio-cultural pragmatism and focuses on the contextual principles of the locality. Williams et al. [7–9] repot that the online teaching process is the opportunity to redefine the education system during this pandemic. It can be used alternatively to address the learning vulnerabilities of many children and youth and to support students at risk during the crisis as it elaborates on the concept of the virtual environment, virtual teacher, virtual students, and a new framework of the curriculum associated with the national educational policy. Furthermore, the Nepal government, educational stakeholders and concerned authorities need to respond as soon as possible to ensure students' continuous learning spaces with safety measures as suggested by [10]. This is high time to plan and design equal learning modalities for all students throughout the country certifying the appropriate methods of evaluation. All teachers are responsible for applying plenty of resources to introduce new learning modalities accessible to the students.

Classroom situation, role of learners and instructors, medium of instruction, facilitation and evaluation, transformative attitude and research behaviors aspects are the major key aspects of post-pandemic pedagogy while teaching English in the second language context.

Henceforth the Post pandemic pedagogy can be presented diagrammatically as follow:

**Figure 1** represents the conceptual framework of post-covid teaching-learning situation where teacher, learner, community, curriculum interact with educational technology based on contextual strategies, time, available resources, and

accessibility. This denotes that the pandemic creates the opportunity for several alternatives and this pandemic can play role in the paradigm shift in the attitudinal reformation of the concept of learning facilitation and evaluation as the diagram focuses on the involvement of all kinds of stakeholders in teaching-learning and evaluation procedure. Post-covid situation will adopt technology-oriented teaching, learning and research abilities and activities followed by a performance-based evaluation system in all levels of school and higher education institutions.
