Methodological Design for Evaluating Educational Continuity and Post-Disruption Recovery
Evaluating institutional capacity in disrupted educational environments requires a multi-layered methodological framework capable of capturing dynamic organizational learning and technological adaptation over time. Rather than adopting static assessments of technological adoption, the analytical design relies on Dynamic Capabilities Theory and sociotechnical systems analysis to trace the progression of academic infrastructures through distinct crisis phases [5], [8]. The methodological strategy focuses on comparative institutional records, operational platform architectures, and documented governance decisions across educational institutions undergoing protracted disruption. By categorizing organizational actions into phases of initial technological deployment, operational consolidation, and long-term capability institutionalization, the framework evaluates how digital tools shift from peripheral crisis accommodations to core administrative and pedagogical pillars [5]. Furthermore, following dynamic capability modeling, institutional resilience is treated as a capability-mediated construct where digital maturity interacts with organizational agility, resource buffering, and structural adaptation [8]. This non-linear analytical approach enables the systematic examination of structural feedback loops, identifying leverage points where policy interventions and infrastructural investments generate durable organizational capacity without relying on detached empirical assumptions.