The Emergence of the Emergency in Higher Education in Argentina




COVID-19, Higher Education, Learning Technologies


The context of COVID-19 has deeply penetrated various aspects of university life such as academic and administrative management; teaching practices and learning have been challenged, shaken and, in some way, transformed. This arti-cle will describe an ongoing study of trends in relation to the inclusion of tech-nologies; the representations about online teaching itself, before and during the COVID-19 emergency, and also a projection into the post-COVID and the impli-cations for student’s achievements before and during the emergency. A compari-son will be made between the data obtained from these two Argentinean universi-ties and the information published by the IAU Global Survey Report [1] in order to develop a broader map about the challenges ahead for Higher Education (HE). Besides, the article will include some inquiries about whether post-pandemic ped-agogical practices will change according to teachers' own views. Based on the re-sults of the survey, we have delved into a qualitative study that focuses on chang-es in teaching and assessment practices in HE that allow us to extract from the voices of practicing professors with many years of experience, possible scenarios that account for transformations in teaching practices and ways of learning for the next few years. The empirical statistical survey carried out on more than 400 pro-fessors and the in-depth qualitative study offer results that are enlightening to re-view, in addition, management, training and relationship decisions with the stu-dent body for the coming years

Author Biographies

Carina Lion, UBA

Ph.D. in Education Sciences (University of Buenos Aires, 2002). Professor of Education and Technologies & Communication and Education. Dept. of Education Sciences, College of Philosophy and Letters, University of Buenos Aires. Professor of post-graduate courses on topics of Instructional Technology and Didactics. Professor of international PHD programs. Principal evaluator of national and international university degrees. International consultant on technology and education issues. Principal Investigator at the Institute of Research in Education Sciences, College of Philosophy and Letters, University of Buenos Aires. Member of the UFN (University of the Future Network) Currently Executive Director of Edutrama & educational videogames developer.  Three patents of own authorship.

Uriel Cukierman, UTN

Electronic Engineer by UTN (Argentina) and M.Sc. in Information Technologies by Universidad Politécnica de Madrid (Spain). Education Sciences PhD Candidate by UBA (Argentina). Professor and Researcher and Director of the Center for Educational Research and Innovation at UTN. Research Professor at University of New Mexico (USA). President of the Argentinean Section of IGIP (International Society for Engineering Pedagogy). Member of Institute of Education in Engineering, National Academy of Engineering. Associate Director of InnovaHiEd. Former President of the International Federation of Engineering Education Societies (IFEES). Honorary Professor at Universidad Ricardo Palma (Perú). IEOM Distinguished Educator Award (EUA). IGIP International Engineering Educator Award (Austria).

Mónica Scardigli, UTN

Professor of Mathematics and Applied Mathematics from the Instituto Superior del Profesorado Técnico (INSPT). Degree in Applied Sciences from the Universidad Tecnológica Nacional (UTN). Specialist in Politics and University Management by the Universidad Nacional de General Sarmiento (UNGS). Currently serves as Researcher and Professor at the Universidad Tecnológica Nacional (UTN) in the position of Secretary of Research Management and Coordination of the Center for Educational Research and Innovation (CIIE), and as member of the EMCI Standing Committee - Mathematical Education in Engineering.




How to Cite

Lion, C., Cukierman, U., & Scardigli, M. (2022). The Emergence of the Emergency in Higher Education in Argentina. International Journal of Emerging Technologies in Learning (iJET), 17(11), pp. 84–98.