La enseñanza remota de emergencia en la universidad:De los retos pandémicos a las oportunidades en tiempos de post-normalidad

Abstract

The doctoral thesis aims, on the one hand, to contribute to the knowledge and understanding of the adaptation processes of the University of Extremadura to the emergency remote teaching ecosystem in times of abnormality caused by COVID-19; and, on the other, to elucidate its ability to transmit to students the necessary skills to exercise global citizenship in post-normal times. The research adopts a mixed approach with a convergent design and a sequential design. The most relevant findings in relation to the remote teaching ecosystem suggest that the digital component worked as a factor of digital inequality, in the case of students, and as a determinant of teaching quality, in the case of teachers. Teachers’ lack of training and practice with remote teaching had a negative impact on students' overall experience. In contrast, teachers had high levels of satisfaction. The worsening of mental health was found to be a common problem for both groups. The results of the study on global citizenship education show that teachers are not prepared to teach global citizenship due to personal factors, such as a lack of knowledge of the concept of global citizenship or low socio-political commitment, and institutional and normative factors, such as the absence of guidelines promoting global citizenship or the preeminence of instrumental content over more humanistic ones.