Perceptions and Resilience of Teachers in Digital Adaptation during COVID-19: A Case Study at UAS Guasave

Resilience has become a key concept for understanding how individuals adapt and respond to adversity in diverse contexts. In education, teachers’ resilience is reflected in their capacity to adjust to unexpected challenges, such as those generated by the COVID-19 pandemic. This study aims to analyze teachers’ perceptions and resilience in digital adaptation during the pandemic, examining how the integration and use of ICT facilitated their transition to remote teaching and their ability to cope with associated challenges. The research followed a descriptive quantitative approach through a case study at the Autonomous University of Sinaloa, Guasave Campus. A total of 74 teachers aged 30 to 69 participated, and the reliability of the instrument was evaluated using Cronbach’s alpha and McDonald’s omega coefficients. Results indicate that teachers exhibited adaptive resilience by rapidly adopting digital tools to sustain academic continuity. The integration of ICT supported teaching processes and helped manage technological and emotional demands. Statistical analysis revealed predominantly positive perceptions toward digitalization and its influence on teaching practices, although emotional and workload factors varied among participants. It is concluded that teachers’ resilience during the COVID-19 pandemic was manifested in their capacity to remain flexible and adapt to remote education despite technological, social, and emotional limitations.