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The COVID-19 pandemic has caused, and continues to cause, major disruptions that affect the state of K–12 and college education. More than 290 million students worldwide have experienced learning regressions, anxiety, social isolation, depression, and academic failure. Given the Centers for Disease Control and Prevention’s (CDC) recommendations to cancel formal classroom learning in an attempt to mitigate the spread of COVID-19, the efficacy of traditional teaching and learning models consisting of person-to-person education has been compromised. This has left educators and parents confounded with the uncertainty of the trajectory of their students’ education. Discourse and critical reflection on the status of education and learning has escalated due to the adjustments required by the 2020–2022 paradigm shifts—virtual, hybrid, and asynchronous learning—which have presented adaptation challenges for a myriad of students and teachers. However, from a more positive point of view, it has been argued that adjusting to new learning and teaching styles encourages and challenges students and teachers to expand their learning capabilities. The full extent of the impact of the COVID-19 pandemic in K–12 and college education is still uncertain. However, the paradigm shifts that are manifested from this situation should serve as an opportunity to motivate all educational domains to consider more fully utilizing innovative technology for teaching and learning, improvising pedagogy, and rethinking the way educators prepare students for academic engagement.