Experiences and voices of university students in times of COVID-19

A microsocial analysis

Abstract

The health emergency due to COVID-19 has generated changes in various sectors of society, especially in the educational field. This situation represented a challenge for millions of young university students’ who needed migrate to a new educational environment, mainly virtually. In this sense, the present study aimed to analyze the experiences of students from two public universities in Mexico in reference to the difficulties, challenges, the role of the teacher and the advantages during the COVID-19 pandemic. The research was conducted based on grounded theory (GT). The participants were 31 students from two public universities in Mexico, between 20 and 22 years. The results were analyzed from generic categories and subcategories among them the family, emotional, academic, and technological experiences that students have gone through during the COVID-19 pandemic. In conclusion, it was identified that university students require support for the acquisition and use of technological devices, especially those from small communities in states of Yucatan and Oaxaca. On the other hand, it is necessary to strengthen their autonomous learning skills and their digital competence. The role of teachers must be as meaningful learning experiences promoters, as well motivation as promoter. This must be a priority. Finally, despite the pandemic, students have better managed their time, self-care, family coexistence and recreation.