ADAPTATION TO REMOTE LEARNING AND PROFESSIONAL DEVELOPMENT OF UNIVERSITY STUDENTS DURING THE PANDEMIC

Abstract

During the Covid-19 pandemic, the transition of university students from in-person Higher Education to Emergency Remote Teaching demanded a significant academic adjustment. This study explored the relationship between university students' adaptation to Remote Teaching and their self-discipline and technological proficiency skills with their perception of professional development during the pandemic period. The research involved 341 university participants from public and private institutions who experienced Remote Teaching, utilizing previously validated instruments. The analyses revealed positive correlations between self-discipline, adaptation to remote higher education, and the perception of professional development, particularly in the institutional, social, and study dimensions. Furthermore, a multiple linear regression indicated that adaptation to higher education and experiences during the pandemic were predictive variables for university students' perception of professional development. This study contributes to the field of education by providing information on how university students faced challenges during the pandemic and how technological proficiency and self-discipline skills played a crucial role in their adaptation and professional development. The study's findings can inform future educational policies and practices to better meet the needs of students in times of crisis and an ever-evolving educational environment.