Transformaciones en la educación superior: Adaptabilidad y resiliencia frente a la nueva normalidad
Palabras clave:
Pandemia, educación superior, adaptabilidad, resiliencia, innovación metodológica
Resumen
La pandemia global planteó un desafío sin precedentes en la educación superior, requiriendo una respuesta rápida y efectiva por parte de instituciones y profesionales. En ese contexto, este estudio se centró en analizar las transformaciones que ocurrieron durante este período crítico, con un enfoque en la adaptabilidad y resiliencia de los actores clave en la educación superior. Para ello, se empleó una metodología cuantitativa y descriptiva, con aplicación de un cuestionario validado a 115 profesionales de este ámbito, en las etapas previas, durante y posteriores a la pandemia. Los resultados muestran que la pandemia catalizó cambios significativos en la educación superior, consolidando tecnologías digitales y metodologías innovadoras como elementos esenciales. La mayoría de los participantes percibe estos cambios como permanentes, aunque persisten disparidades en su implementación. Se concluye que, las transformaciones impulsadas por la pandemia en la educación superior son un punto de partida para repensar los modelos pedagógicos, priorizando enfoques resilientes y adaptativos. Sin embargo, se enfatiza la importancia de combinar innovación tecnológica con prácticas efectivas tradicionales, asegurando su sostenibilidad mediante políticas inclusivas y una formación continua del personal docente.
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Ghanbari, N., y Nowroozi, S. (2021). The practice of online assessment in an EFL context amidst COVID-19 pandemic: Views from teachers. Language Testing in Asia, 11(1), 27. https://doi.org/10.1186/s40468-021-00143-4
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Hassan, M. M., Mirza, T., y Hussain, M. W. (2020). A Critical review by teachers on the online teaching-learning during the COVID-19. International Journal of Education and Management Engineering (IJEME), 10(5), 17-27. https://doi.org/10.5815/ijeme.2020.05.03
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Kiong, J. F. (2022). The impact of technology on education: A case study of schools. Journal of Education Review Provision, 2(2), 43-47. https://doi.org/10.55885/jerp.v2i2.153
König, J., Jäger-Biela, D. J., y Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
Kristoff, T., y Cottrell, M. (2021). Supporting first nations and métis post-secondary students’ academic persistence: Insights from a Canadian first nations-affiliated institution. Canadian Journal of Higher Education, 51(2), 46-60. https://doi.org/10.47678/cjhe.vi0.188993
Lenn, M. P. (1998). The new technologies and borderless higher education: The quality imperative. Higher Education in Europe, 23(2), 241-251. https://doi.org/10.1080/0379772980230211
Li, K. (2019). MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach. Computers & Education, 132, 16-30. https://doi.org/10.1016/j.compedu.2019.01.003
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Publicado
2025-02-07
Cómo citar
Benavides Lara, R. M., Jácome Tamayo, S. P., León Chimbolema, J. G., & Londo Yachambay, F. P. (2025). Transformaciones en la educación superior: Adaptabilidad y resiliencia frente a la nueva normalidad. Revista De Ciencias Sociales, 31(1), 216-233. https://doi.org/10.31876/rcs.v31i1.43503
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