Reflects daily realities in content, technology, and functionality 

The design draws from situativity by reflecting teachers’ daily realities and context-specific needs through the crowdsourced content, low-bandwidth technology, and functionalities including filtering.

Employ a socioecological lens to understanding TWB in Guatemala by taking into account the different levels of the system that harm and bolster wellbeing 

Ecological system theory is employed to make sense of the data on teachers’ stressors and coping mechanisms and develop a definition of teacher wellbeing that takes the different levels of the system into account.

Harness play as an avenue to foster positive relationships and enable active learning 

The design promotes learning through play to harness play as an avenue for building stronger connections and more meaningful learning experiences

Context sits at the heart of building connection between teachers and students. When we gear content to teacher-learner contexts, not only does it reflect users’ shared understandings of the world, but it also becomes more useful for teachers’ day-to-day practice.

Feature: Crowdsourced contetn, visual design and interface (search filters) 

Whenever you feel a sense of ownership over something, you’re more likely to keep coming back to it. Creating a resource that is co-owned by teachers through crowdsourcing promotes use, enables contextualization, and addresses the age-old issue of reflecting teachers’ voices in the design of solutions.

Feature: Crowdsourcing aspect

Play offers a rich space for connection and positive learning experiences, combatting relationship-based stressors teachers often face. Playful pedagogies are reflective of approaches to learning embedded in the culture and can help teachers to create a low-stakes environment to tackle high-stakes issues

Feature: Repository catalogs playful pedagogies, visual design of repository

Content must be contextualized for it to be useful; and so must technology. Ensuring the platform is functional for low bandwidth and mobile-responsive meets material resource constraints; designing a UI that is clear and not time consuming meets human resource constraints.

Feature: Use of WhatsApp for the CoP, mobile-responsive database

Why stop at building connections solely between teachers and students? Enabling teacher to teacher connection through a social component creates a sense of community and facilitates situated peer learning, ultimately aligning with a contextualized definition of teacher wellbeing.

Feature: Associated WhatsApp group