Pedagogical continuity, living conditions and migration in the context of the pandemic

Abstract

The closure of universities due to government regulations has led to emerging and uncertain educational practices. This article analyzes the interrelationship between pedagogical continuity, living conditions and the migration of students from the National University of Catamarca in 2021, in the challenging context of the pandemic. We examine the influences of living conditions, such as employment vulnerability and family responsibilities on education are examined, and explore the impact of internal and international migration on students' academic and personal experiences. The research is descriptive-interpretive with a quantitative-qualitative approach, adopting a multifocal and emergent design. We highlight the importance of understanding complex dynamics to inform institutional and policy strategies that promote equity and student well-being in similar situations. We argue that students are key to pedagogical and institutional actions, and offer relevant information to improve college educational trajectories during and after the pandemic, and emphasize the need to implement specific measures to address the diverse needs of students, taking into account their socioeconomic, immigration and family situation and promoting equity in access to higher education.