Educational environments and inequality in higher education, a post-pandemic review in Mexico

Abstract

Objective: to review the influence of the higher education student's environment on their teaching-learning and how it was affected due to the COVID-19 pandemic. Methods: Three stages were identified, before 2020, 2020-2021 and after 2021, in each one, the emerging situations were reviewed, adaptability, economic opportunities, infrastructure and how the student and academic demands were met, as well as the repercussions carried over, for the management of the pandemic. Results: Educational centers influenced by resources and motivation. In a dispersed and distant physical environment, there was greater vulnerability for remote or virtual learning; difficult access, large groups, unstable connection, lack of platforms, compared to educational centers in cities, where the groups were reduced, better connectivity, use of updated platforms and apps, greater access to infrastructure and teachers with postgraduate degrees. Conclusions: although there was freedom of teaching-learning, knowledge is not guaranteed even with the use of new technologies, its acquisition depended on the student's finances, and by not having it I generate inequality, which had an impact on school achievement. The new teaching-learning alternatives in uncontrolled media are remote, hybrid, mixed or blended, seek to be self-taught and disciplined based on time.