Quality Learning and Virtual Educational Gaps

Abstract

Introduction: Education levels in Ibero-American countries have declined since the pandemic. Educational gaps, poor infrastructure, and a regressive educational model were already issues before COVID-19. Methodology: A mixed methodology was used, combining quantitative and qualitative data. Surveys and interviews delved into how educational interruptions and access to technology have affected learning. These were complemented with reports, previous studies, and official statistics. Results: Interruptions in in-person education decreased academic performance and knowledge retention. Educational inequalities were exacerbated, especially in rural and low-income areas. Unequal access to technology significantly impacted learning, with students having better access showing improved performance. Discussion: The focus on memorization and the decline in proper conduct contributed to educational regression. Virtual education needs to reassess its evaluation methods beyond memorization, fostering creativity and comprehension. Conclusions: The pandemic accelerated the adoption of digital tools, but their effectiveness varies depending on the technological competence of teachers and students. Improving technological infrastructure in disadvantaged areas is crucial to ensure equitable access. Teachers should focus on methods that motivate students and promote meaningful learning, adapting to new technologies and educational challenges.