Lizzie Verónica Pazmiño-Guevara’s research while affiliated with Universidad Indoamerica and other places

Este estudio nace de la necesidad de reflexionar sobre los desafíos y dificultades que las instituciones educativas ecuatorianas han tenido que revolver frente al COVID, así también identificar los diferentes planes de contingencia que han tenido que implementar. El objetivo del presente documento es, describir los diferentes retos que han enfrentado las instituciones en el contexto ecuatoriano, contrastando investigaciones científicas de diferentes fuentes, para establecer estrategias que aporten a la mejora de la calidad educativa. Se aplicó una investigación con enfoque cualitativo, de tipo exploratorio y documental, del tema los retos que enfrentan los establecimientos educativos frente a la pandemia, sustentado en el análisis de documentos, para contrastar y comparar entre diferentes fuentes de investigaciones realizadas en el lapso de la enfermedad que afecta a nivel global. Entre toda la información se tomaron 20 fuentes, que se las consideran de gran relevancia en contexto mundial, continental y nacional. La búsqueda inició entre los meses de septiembre y octubre de 2021 y contempla información documental creada a partir del año 2020. Los principales retos afrontados por los docentes fueron la auto capacitación en instrumentos virtuales para mantener la continuidad educativa, creación de material adicional para implementar planes de contingencia y seguimiento a estudiantes que no contaban con servicio de internet, análisis constante de herramientas digitales gratuitas de fácil manejo, el proporcionar medios de uso personal para la comunicación con los discentes. Dentro de los desafíos enfrentados se hace énfasis en la alfabetización digital de la comunidad educativa, el uso de recursos tecnológicos para procesos de enseñanza aprendizaje y la búsqueda de herramientas gratuitas de fácil manejo para los discentes, se concluye que la competencia digital es la debilidad en el campo educativo, se enfrentó la falta de conectividad de estudiantes, así como de algunos docentes.

The COVID-19 pandemic has posed significant challenges to the field of education, requiring pedagogical practices to swiftly evolve from technological and socioformative perspectives, as well as the incorporation of other pedagogi-cal practices that dominated the teacher-student interaction during the pandemic to ensure the continuity of ongoing academic cycles. The objective is to characterize the criteria that can be derived from pedagogical practices during the 2020-2022 pandemic period. A qualitative and quantitative evaluation of authors' contributions was conducted through a systematic review based on the PRISMA 2020 guidelines using SCOPUS and Web of Science (WoS) databases. Boolean equations based on keywords were employed for publication filtering. Cohen's Kappa index was calculated to assess review concordance. The analysis reveals that pedagogical practices influence the deficient technological inclusion of teach-ers' skills. Socioformation shows a shift from traditional characteristics in teaching processes. Additionally, there is openness to the inclusion of new pedagogical practices associated with digital education and virtual environments. Technology and methodology integrate co-evaluation, feedback, and interactive methodolo-gies as alternatives for enhancing acquired and inherent technological skills in virtual classrooms using technological platforms.

The COVID-19 pandemic has posed significant challenges to the field of education, requiring pedagogical practices to swiftly evolve from technological and socioformative perspectives, as well as the incorporation of other pedagogical practices that dominated the teacher-student interaction during the pandemic to ensure the continuity of ongoing academic cycles. The objective is to characterize the criteria that can be derived from pedagogical practices during the 2020–2022 pandemic period. A qualitative and quantitative evaluation of authors’ contributions was conducted through a systematic review based on the PRISMA 2020 guidelines using SCOPUS and Web of Science (WoS) databases. Boolean equations based on keywords were employed for publication filtering. Cohen's Kappa index was calculated to assess review concordance. The analysis reveals that pedagogical practices influence the deficient technological inclusion of teachers’ skills. Socioformation shows a shift from traditional characteristics in teaching processes. Additionally, there is openness to the inclusion of new pedagogical practices associated with digital education and virtual environments. Technology and methodology integrate co-evaluation, feedback, and interactive methodologies as alternatives for enhancing acquired and inherent technological skills in virtual classrooms using technological platforms.