This article examines educators' perceptions of their work when they were forced to conduct emergency distance learning because of the COVID-19 pandemic. A sample of closed-ended responses from educators at all levels of education (preschool, elementary and secondary education, vocational training, and higher education) is examined.

Statistical analysis of the data shows that the greatest difficulties reported by educators are related to deficiencies in their digital skills training, causing them to perceive a higher workload during isolation along with negative emotions. Another finding is the existing digital divide between educators based on their gender, age, and type of educational organization. Another troubling finding is lower technological competence at lower levels of education, which are most vulnerable to distance learning.

These results encourage us to think about the measures that need to be taken to improve the quality of educators' digital competence, social justice, and educational system sustainability that are consistent with the Sustainable Development Goals.