The Covid-19 pandemic has precipitated a profound transformation in the paradigms of higher education, compelling universities to swiftly digitalize to ensure academic continuity.
This study, conducted by researchers from the University of Granada, Spain, examines the impact of such digitalization on learning and the psychosocial factors of university students in Andalusia. Utilizing a cross-sectional design and distributing an online survey, data from 1873 students were collected, revealing how the pandemic has influenced variables such as fear of Covid-19, life satisfaction, stress, uncertainty, among other learning-related and socioeconomic aspects.
Analysis of the results shows significant differences in how the pandemic has affected students according to various sociodemographic factors. There is evidence of increased levels of stress and uncertainty, negatively impacting students' mental health. Additionally, the phenomenon of academic dropout has been a constant concern during the health crisis. On the other hand, students' motivation and self-regulation have been compromised by the fear and uncertainty generated by the pandemic, directly affecting their learning process.
The study's conclusions highlight the need to adapt educational policies and pedagogical approaches to this new reality, considering the psychosocial challenges faced by students.
It suggests the importance of developing strategies that promote inclusive and accessible education, not only addressing the digital dimension of teaching but also the emotional and psychological needs of the student body.
Furthermore, it emphasizes the relevance of future research that delves into the long-term impact of the pandemic on the educational field, as well as the exploration of methodologies and tools that facilitate effective learning in crisis contexts.
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How to cite: Romero-Rodríguez, J.-M., Hinojo-Lucena, F.-J., Aznar-Díaz, I., & Gómez-García, G. (2022). Digitalisation of the University by Covid-19: Impact on Students’ Learning and Psychosocial Factors. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 153–172. https://doi.org/10.5944/ried.25.2.32660
