This study provides a precise and necessary insight into how the forced shift to remote teaching during the COVID-19 pandemic transformed (or strained) the beliefs and pedagogical practices of university faculty.
Through a rigorous pretest-posttest design, the authors reveal not only an increase in instructors’ technological-pedagogical self-efficacy, but also a decline in their perception of institutional support. This highlights the complexity of transitioning from in-person to digital environments under emergency conditions.
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Beyond the numbers, the qualitative analysis of faculty responses offers valuable nuances: recognition of unexpected learning, exhaustion due to workload, difficulty in conducting rigorous online assessments, and the persistent need for human connection in the educational process.
These voices reflect both the adaptability of educators and the structural and training gaps that remain in the digital university ecosystem.
The article not only documents an institutional experience but also raises critical questions for the future: What kind of support do instructors truly need to integrate technology in pedagogically meaningful ways? How should assessment be redefined in digital environments? What role should reflective practice play in the face of ongoing change?
As the findings suggest, the answers must begin with acknowledging teaching experience as a powerful driver of educational transformation.
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How to Cite: Ricardo, C., & Vieira, C. (2023). Higher Education Instructors’ Beliefs and Conceptions about Remote Education during COVID-19. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 17–37. https://doi.org/10.5944/ried.26.1.33966
