Abstract

The outbreak of COVID-19 has generated a confusing and uncertain scenario for educational systems since pedagogical practices were forced to change abruptly, transforming into an unprecedented non-face-to-face learning format. As a consequence, Chilean universities have put into operation diverse actions for pedagogical management in a frame of expected educational continuity. Therefore, arises the question, which are the domains and specific aspects of that management that academics have recognized as challenging? In order to answer this question, a descriptive research was developed through the application of a survey addressed to managers and teachers in several institutions throughout the country. The main results indicate that the methodological and evaluative domains represent a greater challenge to the participants, while the curricular domain is the least highlighted. Projections aim at the need to generate a shared institutional view of educational continuity, which mobilizes articulated actions of pedagogical management from all educational actors. Among other aspects, the need to lead processes of redesign of the pre-pandemic planned training proposals is outlined, identifying the critical nodes that must be resolved to safeguard the quality and equity of non-face-to-face education in the emerging context that is being experienced today.