Challenges and opportunities in post-pandemic education in the UAS university high school

Abstract

Following the onset of the Covid-19 lockdown in Mexico, educational institutions were forced to quickly adapt to new teaching and learning models and paradigms. The abrupt changes and the need to complete the 2019-2020 school year drove the implementation of various technological tools and digital platforms to maintain continuity in education. However, this transition brought multiple challenges, such as physical and mental fatigue, rising failure and dropout rates, and the difficulty in sustaining students' intrinsic motivation. Despite these challenges, the educational community has demonstrated remarkable resilience and adaptability. With the return to in-person education, the primary challenge is to bridge educational gaps and restore the quality of teaching that existed before the lockdown. This article reflects on these issues and emphasizes the need for continued collaboration to overcome the challenges that the Covid-19 pandemic has imposed on the education sector. In particular, it explores some of the emerging challenges and attitudes in the post-pandemic educational context, from the perspective of high school teachers at the Autonomous University of Sinaloa (UAS).