Critical review of literature: university teaching in the post-pandemic era
DOI:
https://doi.org/10.15658/rev.electron.educ.pedagog24.02081413Keywords:
teaching, pandemic, documentary analysis, communication technology, higher education.Abstract
Introduction: Over two years after the World Health Organization declared the Covid-19 pandemic, institutions of higher education have embarked on the return to in-person activities in what is known as post-pandemic education. Method: This study is a critical and systematic review of the literature on university teaching in the post-pandemic context, using the SALSA method (Grant & Booth, 2009). The plan included literature searches across databases such as Scopus, Eric, Google Scholar, BidiUNAM, and Scielo. A total of 42 texts from different countries were qualitatively analyzed. Results: Studies conducted in 24 different countries were examined, resulting in five categories of analysis based on text content: a) Transition to hybrid education; b) Competencies and teacher training; c) Impact and lessons learned from remote and digital education; d) Possibilities and limitations in accessing digital practices; and e) Educational models for the post-pandemic era. Conclusions: A general trend was observed, considering for the post-pandemic education as a continuation of digital technology use; the construction of a multifaceted hybrid model; a shift toward student-centered activities; the need for teacher training in various skills; and theoretical formulation of what education means under a hybrid or mixed model.
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