The COVID-19 pandemic disrupted education systems and disproportionately impacted the most vulnerable students, exacerbating pre-existing disparities with potentially disastrous and long-term consequences. Dr. Lee believes this calls for immediate action to close learning gaps and ensure that all students have a smooth and continuous educational journey. She further notes that what is also needed is a longer-term system that will improve learner resilience over time. AIR is that system, creating conditions that are conducive to learning yielding positive results in student learning and performance by closely matching instruction to identified
learning goals and gaps. 
 
Positive outcomes will require more than additional instruction time. Assessment for learning is needed to determine students’ instructional goals and learning targets. Instruction should  be differentiated, personalized and grounded in current research, focused on meeting individual student needs. 
 
In her all inclusive learning system , Dr. Lee states“More of the same” is not what is prescribed by AIR”. Rather, a variety of instructional strategies and techniques are identified to actively engage learners in their own leaning. The role of the instructor is to go beyond transmitting information and clarifying doubts. Instead, the instructor must design lessons and activities that require students to talk, write, reflect on, solve, and express their thinking. As such, this AIR document provides an assortment of teaching techniques and strategies 
designed to actively engage learners.
 
Intended to foster positive classroom experiences for both instructors and learners, AIR will engage students in activities that:
• Support Comprehension
• Promote Higher-order thinking 
• Encourage Creativity
 
Dr. Lee’s AIR promotes meaningful collaboration among teachers and students, yielding instructional designs that are targeted, specific, and valuable.