As the coronavirus (COVID-19) spreads from China to neighbouring areas and beyond, increased national and international efforts are underway to contain the epidemic. Humanity is increasingly confronted with a diverse array of man-made and natural disasters. While emergency circumstances cannot be avoided, they may be managed more efficiently. Effective emergency management requires thorough planning, informed reaction, and well-coordinated actions throughout the emergency management life cycle. According to the literature, data-driven emergency management information systems that are well-integrated help in disaster management operations. Recent advances in molecular and computational techniques, as well as in information and communication technologies (ICTs), artificial intelligence (AI), and Big Data, can assist in managing the massive, unprecedented amount of data generated by public health surveillance, real-time epidemic outbreak monitoring, trend nowcasting/forecasting, routine situation briefing and updating from governmental institutions and organisms, and health facility utilisation. This study could be tailored to assist organisations in adapting to their new normal.

Problem-solving involves seeking information, analyzing situations, and identifying problems to generate alternatives so can make teacher decisions to achieve goals. This article aims to unravel the urgency of educators in mastering problem-solving in classroom learning. Using a conceptual approach, this qualitative descriptive research concludes that one of the functions of educators is to master one of the problem-solving models. One of the competencies of mastering problem solving is the ability to think critically as a tool in constructing knowledge during the learning process. With problem- solving, educators are able to produce school graduates who are proportional and thrive in the future fairly and equitably.