Higher Education in Mexico: The Effects and Consequences of the COVID-19 Pandemic

Abstract

This review examines the impact of the COVID-19 pandemic on higher education in Mexico. It acknowledges the difficulties and disruptions caused by the global emergency but also emphasizes the opportunities for reflection and learning that have emerged. This work employed a comprehensive methodology, including a thorough literature search across multiple academic databases and consultation with national statistical sources and newspapers. Sixty-nine articles were selected based on predetermined keywords and criteria, leading to the identification of two central themes: impacts and implications on higher education and innovation in teaching and learning experiences. The findings shed light on the effects of the pandemic and highlight the need for resources, pedagogical considerations, and a reevaluation of priorities in the education sector. The review concludes by emphasizing the importance of improving equity, quality, and long-term sustainability in higher education in Mexico while recognizing the opportunity for educational reform in the post-pandemic era.

Disciplinary Competencies Overview of the First Cohorts of Undergraduate Students in the Biotechnology Engineering Program under the Tec 21 Model

“…The explanation for these changes in the dynamic of CAD in BT1 could have been affected not only by the natural diversity in student cohorts but also by the addressed changes in the campuses for attending teaching-learning of the BE students during the COVID-19 pandemic because many of the undergraduates belonging to cohort 2019 had to acquire biotechnology bases in a theoretical way rather than practical [26].…”

Analyzing the teaching profile and competency-based training in online education: a case study of Ecuadorian professors

“…In response to this demand, many universities worldwide, and in Ecuador specifically, expanded their program offerings, quickly adapting their traditional courses and programs to virtual environments (Chans et al, 2023;Garcia et al, 2023). This transition was based on the need to guarantee educational continuity and access to higher education amid the extraordinary circumstances of the pandemic.…”

Administrative Management and Teaching Process of Teachers in Public Universities

“…On the other hand, it became evident that there are great differences in teachers' digital skills and competencies (Iivari et al, 2020). The absence of teacher preparation and training generated a reliance on self-directed learning in students due to the lack of social interaction (Chans et al, 2023). These problems reduce the quality of education, make them less effective, and contribute to poor labor market training (Otts et al, 2022).…”