Navigating Health in the Digital Era: A Qualitative Study on Policy, Physical Fitness Measurement, and Teacher Adaptation to Postpandemic Education

Abstract

Background : Postpandemic educational transformation has compelled schools to adopt digital technologies and hybrid learning approaches, particularly in physical education, sports, and health. However, a significant disparity remains in the readiness and understanding of policy implementation across regions such as Aceh, Indonesia. Objective : This study aims to evaluate infrastructure readiness, teacher adaptation, the implementation of digital-based physical fitness assessments, and the gap between education policies and actual practices in secondary schools in Aceh within the context of postpandemic physical education, sports, and health learning. Methods : A descriptive, qualitative approach was employed, utilizing in-depth interviews, focus group discussions, observations, and document analysis. The participants included 250 respondents from 50 schools across 10 districts and cities in Aceh. Thematic analysis was applied, supported by triangulation of sources, methods, and researchers. Results : Five key findings emerged: (a) uneven implementation of digital learning policies, (b) limited technological infrastructure in most schools, (c) varying levels of teacher adaptation to digital technologies, (d) unequal access to digital fitness assessment tools, and (e) inadequate policy support for teacher well-being. Data were presented using thematic tables, bar charts, Venn diagrams, and thematic distribution maps. Conclusion : This study underscores the pressing need for education policies that are contextually relevant, adaptable, and grounded in the realities of school environments. Future policy development should focus on infrastructure readiness, continuous professional development, and support for teacher well-being to meet the demands of postpandemic digital learning.