Transición forzada a la virtualidad en la educación superior durante el primer año de la pandemia: una revisión cualitativa de las implicaciones para el acompañamiento integral
https://orcid.org/0009-0001-8578-7919
Esta revisión cualitativa examinó la literatura publicada en 2020 sobre el tránsito de la educación superior presencial a la virtualidad durante la pandemia de COVID‑19, con el propósito de identificar los principales hallazgos y sus implicaciones para la orientación educativa universitaria. Se analizaron diez artículos provenientes de Web of Science y Scopus, seleccionados mediante criterios de pertinencia temática, sustento empírico y transferibilidad al ámbito de la tutoría. El análisis de contenido temático permitió articular tres núcleos interpretativos. El primero recoge la experiencia emocional y motivacional del estudiantado, marcada por ansiedad, estrés y desconexión afectiva, aunque la flexibilidad logística incrementó la asistencia en diversos contextos. El segundo aborda la transformación del rol docente, caracterizada por sobrecarga, disfuncionalidad pedagógica y una adaptación reactiva sin formación previa. El tercero examina las respuestas institucionales desde la orientación educativa, donde la tutoría sincrónica demostró mayor efectividad que la asincrónica para sostener la motivación, si bien su implementación dependió de estructuras institucionales previas a menudo inexistentes. Se concluye que la enseñanza remota de emergencia constituyó un fenómeno distinto al aprendizaje en línea planificado y que la orientación educativa debe integrarse como componente estructural de la planificación ante crisis.
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