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Higher Education in Mexico: The Effects and Consequences of the COVID-19 Pandemic

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  • Guillermo M. Chans

    (Institute for the Future of Education, Tecnologico de Monterrey, Monterrey 64849, Mexico
    School of Engineering and Sciences, Tecnologico de Monterrey, Mexico City 01389, Mexico)

  • Angelica Orona-Navar

    (School of Engineering and Sciences, Tecnologico de Monterrey, Monterrey 64849, Mexico)

  • Carolina Orona-Navar

    (School of Engineering and Sciences, Tecnologico de Monterrey, Monterrey 64849, Mexico
    Institute of Advanced Materials for Sustainable Manufacturing, Tecnologico de Monterrey, Monterrey 64849, Mexico)

  • Elvia P. Sánchez-Rodríguez

    (School of Engineering and Sciences, Tecnologico de Monterrey, Atizapan de Zaragoza 52926, Mexico)

Abstract

This review examines the impact of the COVID-19 pandemic on higher education in Mexico. It acknowledges the difficulties and disruptions caused by the global emergency but also emphasizes the opportunities for reflection and learning that have emerged. This work employed a comprehensive methodology, including a thorough literature search across multiple academic databases and consultation with national statistical sources and newspapers. Sixty-nine articles were selected based on predetermined keywords and criteria, leading to the identification of two central themes: impacts and implications on higher education and innovation in teaching and learning experiences. The findings shed light on the effects of the pandemic and highlight the need for resources, pedagogical considerations, and a reevaluation of priorities in the education sector. The review concludes by emphasizing the importance of improving equity, quality, and long-term sustainability in higher education in Mexico while recognizing the opportunity for educational reform in the post-pandemic era.

Suggested Citation

  • Guillermo M. Chans & Angelica Orona-Navar & Carolina Orona-Navar & Elvia P. Sánchez-Rodríguez, 2023. "Higher Education in Mexico: The Effects and Consequences of the COVID-19 Pandemic," Sustainability, MDPI, vol. 15(12), pages 1-22, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:12:p:9476-:d:1169830
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    References listed on IDEAS

    as
    1. Elizabeth Acosta-Gonzaga & Elena Fabiola Ruiz-Ledesma, 2022. "Students’ Emotions and Engagement in the Emerging Hybrid Learning Environment during the COVID-19 Pandemic," Sustainability, MDPI, vol. 14(16), pages 1-14, August.
    2. Gustavo Morán-Soto & Aradaryn Marsh & Omar Israel González Peña & Matthew Sheppard & José Isabel Gómez-Quiñones & Lisa C. Benson, 2022. "Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico," Sustainability, MDPI, vol. 14(24), pages 1-19, December.
    3. Guillermo M. Chans & Mireille E. Bravo-Gutiérrez & Angelica Orona-Navar & Elvia P. Sánchez-Rodríguez, 2022. "Compilation of Chemistry Experiments for an Online Laboratory Course: Student’s Perception and Learning Outcomes in the Context of COVID-19," Sustainability, MDPI, vol. 14(5), pages 1-26, February.
    4. Monica Njanjokuma Otu & Stanley Osezua Ehiane & Hlabathi Maapola-Thobejane & Mosud Yinusa Olumoye, 2023. "Psychosocial Implications, Students Integration/Attrition, and Online Teaching and Learning in South Africa’s Higher Education Institutions in the Context of COVID-19," Sustainability, MDPI, vol. 15(8), pages 1-16, April.
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