Challenges and Perspectives of Intercultural University Education in Times of Pandemic. A Teacher's Vision
Abstract
The purpose of this research was to describe, from the perception of the teachers of an intercultural university in southeastern Mexico, the main adversities and positive experiences that the adoption of a virtual and distance education practice meant due to the COVID-19 pandemic, as well as its impact on the quality and access to university education. Methodologically, a descriptive and cross-sectional quantitative research was developed. The population universe corresponded to the teachers of the seven bachelor's degrees offered by the intercultural university under study in its three campuses, from which a non-random sample of 32 teachers was determined. Field information was obtained through the application of questionnaires structured in 27 questions and 41 items. The internal consistency reliability analysis of the instrument yielded a Cronbach's alpha index of 0.739 for 68 items, indicating high reliability. It was found that the change of educational modality due to the pandemic severely impacted the possibilities of access to quality education by university students, given the conditions of marginalization and poverty, as well as the socioeconomic and technological backwardness, all of which accentuated the inequity and inequality in intercultural education.
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