Knowledge development in times of pandemic: a systematic review perspective

Abstract

The objective of this study was to analyze the impact of educational methodologies during the COVID-19 pandemic. To this end, a systematic review was conducted applying inclusion criteria that consisted of reviewing research on pedagogical adaptations in different educational institutions, as well as exclusion criteria related to scientific works with little connection to virtual education. An advanced search was conducted in the SciELO database using Boolean operators. Twenty-three articles were selected that address research on both methodological and technological changes and challenges. The results indicate that the abrupt shift to virtual learning revealed inequality in access to technology, which particularly affected students from more vulnerable households. It is important to note that teachers had to quickly adapt to the use of digital tools without adequate training, giving rise to collaborative forms of learning with greater student involvement and family participation. In conclusion, the pandemic transformed academic processes, revealing an urgent need for policies that ensure technological equity and teacher training in order to sustain more effective teaching methodologies in crisis contexts.