Publication: Educación y brecha digital en tiempos del COVID-19. Perfiles y problemáticas experimentadas por el alumnado juvenil para afrontar sus estudios durante el confinamiento
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2021
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Universitat de València
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En este artículo analizamos los principales perfiles y problemáticas experimentadas por el alumnado de secundaria (obligatoria y postobligatoria) y de estudios universitarios para afrontar el curso académico durante el confinamiento debido a la pandemia del COVID-19. A partir de un análisis cuantitativo bivariado y multivariable, basado en la reciente investigación De puertas adentro y pantallas afuera. Jóvenes en confinamiento (Sanmartín et al., 2020), mostramos cómo los grupos sociales más vulnerables han tenido más dificultades para continuar con la educación online. Además, elaboramos una tipología de dificultades experimentadas por el alumnado (Q1-sin problemas importantes, Q2-problemas técnicos, Q3-problemas psico-sociales, Q4-problemas de competencias) que nos permiten dimensionar los diferentes tipos de dificultades según las características sociodemográficas de los sujetos. La falta de competencias es la problemática más extendida para continuar con los estudios, si bien las condiciones estructurales (falta de tiempo y espacio, acceso a las TIC, estado anímico, etc.) son especialmente relevantes entre los grupos sociales más vulnerables (clase social baja, población extranjera, áreas rurales, mujeres).
In this paper we analyze the main profiles and problematics experienced by secondary (mandatory and non-mandatory) and university students to confront the academic year during the lockdown caused by the COVID-19 pandemic. From a bivariate and multivariate quantitative analysis based on the research De puertas adentro y pantallas afuera. Jóvenes en confinamiento (Sanmartín et al., 2020), we describe how the most vulnerable social groups had difficulties in keeping up with online education. Besides, a typology of difficulties experienced for students it is elaborated (Q1-withouth important problems, Q2-technic problems, Q3-psico-social problems, Q4-competency-problems) to measure the diverse types of difficulties according to subjects’ sociodemographic profile. Lack of competencies is the most generalized difficulty to continue studying , although structural conditions (lack of time and space, ICT accessibility, state of mind, etc.) are particularly relevant among the most vulnerable social groups (low-class, foreign population, rural areas, women).
In this paper we analyze the main profiles and problematics experienced by secondary (mandatory and non-mandatory) and university students to confront the academic year during the lockdown caused by the COVID-19 pandemic. From a bivariate and multivariate quantitative analysis based on the research De puertas adentro y pantallas afuera. Jóvenes en confinamiento (Sanmartín et al., 2020), we describe how the most vulnerable social groups had difficulties in keeping up with online education. Besides, a typology of difficulties experienced for students it is elaborated (Q1-withouth important problems, Q2-technic problems, Q3-psico-social problems, Q4-competency-problems) to measure the diverse types of difficulties according to subjects’ sociodemographic profile. Lack of competencies is the most generalized difficulty to continue studying , although structural conditions (lack of time and space, ICT accessibility, state of mind, etc.) are particularly relevant among the most vulnerable social groups (low-class, foreign population, rural areas, women).