Article points to key areas of higher education in Latin America during pandemic

The latest issue of the Journal of New Approaches in Educational Research, published the article Closing Now to Reopen Better Tomorrow? Pedagogical Continuity in Latin American Universities During the Pandemic, by Francesc Pedró and Débora Ramos, director and academic specialist respectively at UNESCO IESALC.
The paper analyzes how Latin American universities struggled to ensure pedagogical continuity from the onset of the pandemic. It sheds light on some key areas of emergency distance learning during the pandemic through a survey of 100 universities in 16 countries in the region.
The results suggest that many of the challenges faced by universities were more related to the lack of pedagogical skills of both students and faculty than to the pitfalls arising from a lack of technological capacity.
They are also indicative that the forms of teaching and learning that have been used as emergency formulas to ensure pedagogical continuity will evolve and consolidate from the reopening, as part of the hybrid model with which we will have to live for the time being.
This model may become the new pedagogical norm in higher education in the context of a foreseeable restructuring of its offerings.