Digital inequality and forced virtualization: argentine public university admissions during the pandemic

This study examines the transformations in admission modalities to Argentine public universities during the COVID-19 pandemic. It analyzes how forced virtualization affected both access and student inclusion, considering the diversity of institutional trajectories. Thus, it hypothesizes that digital...

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Autor principal: Sotelo, Lucrecia Agustina
Formato: Artículo revista
Lenguaje:Español
Publicado: IRICE (CONICET-UNR) 2025
Materias:
educación superior
pandemia
accesibilidad
desigualdad digital
ingreso universitario
higher education
pandemic
accessibility
digital divide
university admission
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2030
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-2030
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Español
format Artículo revista
topic educación superior
pandemia
accesibilidad
desigualdad digital
ingreso universitario
higher education
pandemic
accessibility
digital divide
university admission
spellingShingle educación superior
pandemia
accesibilidad
desigualdad digital
ingreso universitario
higher education
pandemic
accessibility
digital divide
university admission
Sotelo, Lucrecia Agustina
Digital inequality and forced virtualization: argentine public university admissions during the pandemic
topic_facet educación superior
pandemia
accesibilidad
desigualdad digital
ingreso universitario
higher education
pandemic
accessibility
digital divide
university admission
author Sotelo, Lucrecia Agustina
author_facet Sotelo, Lucrecia Agustina
author_sort Sotelo, Lucrecia Agustina
title Digital inequality and forced virtualization: argentine public university admissions during the pandemic
title_short Digital inequality and forced virtualization: argentine public university admissions during the pandemic
title_full Digital inequality and forced virtualization: argentine public university admissions during the pandemic
title_fullStr Digital inequality and forced virtualization: argentine public university admissions during the pandemic
title_full_unstemmed Digital inequality and forced virtualization: argentine public university admissions during the pandemic
title_sort digital inequality and forced virtualization: argentine public university admissions during the pandemic
description This study examines the transformations in admission modalities to Argentine public universities during the COVID-19 pandemic. It analyzes how forced virtualization affected both access and student inclusion, considering the diversity of institutional trajectories. Thus, it hypothesizes that digitalization, while necessary, widened existing inequalities, generating "digital inequalities" that impacted differently according to students' socioeconomic context. Newer institutions or those located in areas with less technological infrastructure faced greater challenges. To carry out this work, a qualitative, multiple case study approach is developed, addressing official documents, virtual platforms, institutional websites, and conducting in-depth interviews with administrators and teachers to capture the complexity of the experiences. The analysis is carried out through the construction of an Expansion Matrix, which allows interpreting the implemented strategies and understanding how history and resources conditioned the responses to the pandemic. From there, the implications of these transformations for the democratization of Argentine higher education in the digital age are evaluated, a challenge that persists beyond the health emergency.
publisher IRICE (CONICET-UNR)
publishDate 2025
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2030
work_keys_str_mv AT sotelolucreciaagustina digitalinequalityandforcedvirtualizationargentinepublicuniversityadmissionsduringthepandemic
AT sotelolucreciaagustina desigualdaddigitalyvirtualizacionforzadaelingresoalauniversidadpublicaargentinaenpandemia
first_indexed 2025-09-04T05:02:07Z
last_indexed 2025-10-04T05:02:20Z
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spelling I15-R240-article-20302025-09-04T13:48:04Z Digital inequality and forced virtualization: argentine public university admissions during the pandemic Desigualdad digital y virtualización forzada: el ingreso a la universidad pública argentina en pandemia Sotelo, Lucrecia Agustina educación superior pandemia accesibilidad desigualdad digital ingreso universitario higher education pandemic accessibility digital divide university admission This study examines the transformations in admission modalities to Argentine public universities during the COVID-19 pandemic. It analyzes how forced virtualization affected both access and student inclusion, considering the diversity of institutional trajectories. Thus, it hypothesizes that digitalization, while necessary, widened existing inequalities, generating "digital inequalities" that impacted differently according to students' socioeconomic context. Newer institutions or those located in areas with less technological infrastructure faced greater challenges. To carry out this work, a qualitative, multiple case study approach is developed, addressing official documents, virtual platforms, institutional websites, and conducting in-depth interviews with administrators and teachers to capture the complexity of the experiences. The analysis is carried out through the construction of an Expansion Matrix, which allows interpreting the implemented strategies and understanding how history and resources conditioned the responses to the pandemic. From there, the implications of these transformations for the democratization of Argentine higher education in the digital age are evaluated, a challenge that persists beyond the health emergency. Este estudio examina las transformaciones en las modalidades de ingreso a las universidades públicas argentinas durante la pandemia de COVID-19. Se analiza cómo la virtualización forzada afectó tanto el acceso como la inclusión de los estudiantes, teniendo en cuenta la diversidad de trayectorias institucionales. Así, se plantea como hipótesis que la digitalización, aunque necesaria, amplió las desigualdades existentes, generando “desigualdades digitales” que impactaron de manera diferente según el contexto socioeconómico de los estudiantes. Las instituciones más recientes o aquellas situadas en áreas con menor infraestructura tecnológica enfrentaron mayores retos. Para llevar a cabo este trabajo, se desarrolla un estudio de enfoque cualitativo y de casos múltiples,desde el cual se abordan documentos oficiales, plataformas virtuales, páginas web institucionales y se realizan entrevistas en profundidad a gestores y docentes,con el fin de capturar la complejidad de las experiencias. El análisis se lleva a cabo desde la construcción de unaMatriz de Expansión, que permite interpretar las estrategias implementadas y comprender cómo la historia y los recursos condicionaron las respuestas a la pandemia. Desde allí se evalúan las implicaciones de estas transformaciones para la democratización de la educación superior argentina en la era digital, un desafío que persiste más allá de la emergencia sanitaria. Este é o texto traduzido para o português: Este estudo analisa criticamente as transformações nas modalidades de ingresso nas universidades públicas argentinas durante a pandemia de COVID-19, indo além da narrativa da continuidade pedagógica. Investiga-se como a virtualização impactou o acesso, a permanência e a inclusão de ingressantes, considerando as diversas trajetórias institucionais enquadradas na "Matriz de Expansão do Sistema Universitário". Hipotetiza-se que a digitalização, embora necessária, amplificou as desigualdades digitais e gerou desafios de equidade, com variações segundo a matriz, que pondera a data de criação e a localização das instituições. A metodologia qualitativa, através do estudo de casos múltiplos (os quatro grupos da matriz), analisa documentos oficiais, páginas web e entrevistas com gestores, docentes e tutores. A "Matriz de Expansão" servirá como eixo analítico para interpretar as ações implementadas e compreender como a história e os recursos de cada universidade condicionaram as respostas à pandemia, configurando novas realidades e desafios para a democratização da educação superior argentina na era digital. IRICE (CONICET-UNR) 2025-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/zip https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2030 Revista IRICE; Núm. 48 (2025); e2030 2618-4052 0327-392X spa https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2030/3275 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2030/3288 https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/2030/3277 Derechos de autor 2025 Lucrecia Agustina Sotelo https://creativecommons.org/licenses/by-nc-sa/4.0

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