The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

Abstract

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.

University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?

“…Furthermore, current research sheds light on the dimension of sustainability in the context of the pandemic. Studies on sustainability education [27,28] as well as on sustainable online learning and teaching [29][30][31] have highlighted challenges and possibilities for sustainable development in the context of the pandemic. Especially social distancing and temporary lockdowns are reported to have a significant impact on the everyday life and education of millions of students.…”

“…Based on our extensive study, we see the implementation of the following medium-term measures as essential to make teaching future-proof and distance learning more learnercentered and sustainable beyond the phase of the pandemic [62]: the continuation of the digitization of university processes, literature, and library services must be strongly fostered. Based on this study, the retention of online course offerings, the establishment of hybrid courses, and the strong encouragement of creative and innovative online and blended teaching methods are recommended [27]. Current distance learning formats should not be adopted unchanged, but prevailing problems should be removed, such as the lack of social contacts and time structure.…”

Reflections throughout the COVID-19 Lockdown: What Do I Need for Successful Learning of Engineering?

“…Both formal presentations and independent teaching methodologies are necessary, and teaching methodologies that promote them should therefore be implemented in engineering courses. Different studies have shown the validity for students’ learning of, for instance, project-based learning or cooperative work, which can replace the traditional classes performed for the resolution of exercises [ 5 , 41 , 50 ].…”

A co‐creation experiment for virtual laboratories of mechanics in engineering education

“…They allow collaboration in groups to conduct experiments [75], while avoiding, at the same time, the health risks. The COVID-19 pandemic not only increased substantially the degree of implementation and use of VLs in educational institutions but also significantly improved the perception of the teaching staff about their utility [11,12,14,32,67]. Several authors consider that virtual laboratories will continue to be a constant presence in the post-COVID educational landscape, coexisting with physical laboratories [12,67,76].…”