TEACHING SUPPORT FOR SDG4 TO ADAPT DISTANCE EDUCATION DUE TO COVID19 AFFECTATIONS

Abstract

The COVID-19 pandemic and the consequent home confinement experienced in the year 2020 had an impact on the educational quality of students, particularly with the change to distance education by digital means. These conditions led educational institutions to implement emergent measures for young people at university level to continue their studies seeking the least affectation to the educational quality in which some students managed to adapt relatively easily, others with difficulties and some did not manage to continue their university degree studies. In this study, 624 students from the Universidad Autonoma de Tamaulipas were surveyed, who refer to the alterations in their academic life, ways of studying, new family relationships and adjustments to distance education. The findings show that the effects on feelings, academic habits and access to technology for students who managed to have access to distance education, despite this, it is shown how the level of learning is perceived to be significantly affected. The conclusion of this research provides elements based on empirical data that generate a model of teaching support that allows improving distance education with the aim of seeking academic improvement of university students to help the acquisition of new study habits and personal behavior for academic improvement.