Abstract

This study offers a comparative perspective of the teacher university perceptions and experiences from Chile, Mexico, Ecuador and Colombia; from the practice of remote teaching during the year 2020, in the context of the COVID-19 pandemic, allowing the visualization of challenges for emergency remote teaching and guidance for management in higher education centers. A concurrent mixed study was implemented, with the participation of 1008 higher education teachers who worked during that year. The feelings of anxiety, apathy and stress experienced by the teachers are highlighted transversally. Chileans showed lower perceptions in the quality of the teacher-student relationship, in teacher self-efficacy and the experience of pleasant emotions. In global terms, learning advantages associated with the use of technology, the perception of home security and better time management are reported as advantages. From the integration of data, a pedagogical focus is revealed in Colombia and Chile versus a focus focused on the teacher-student relationship in Mexico and Ecuador regarding the teaching-learning processes. Reflections are raised regarding the integration of the emotional dimension in remote teaching-learning processes, and the need to advance in the reduction of technological and digital gaps in teachers and students.