This article aims to unveil the critical knots of current educational policies associated with the quality of virtual university teaching in Chile during the Covid pandemic, for which an exploratory-descriptive qualitative study was conducted, based on the critical analysis of discourse and whose corpus were the guiding documents published by state agencies during that period. The documentary review made it possible to investigate three dimensions of the quality of virtual teaching: content, teaching methodology, and solid teacher training (Martelo, Franco, and Oyola, 2020). It is concluded that the subsidiary role of the state has led to the generation of lax public educational policies which, appealing to institutional autonomy, reproduce inequalities and socio-educational asymmetries, replicating hegemonic training structures, This has a more profound effect on the learning of students from families with low socio-cultural capital and who tend to attend less selective schools, without measures from the central level that effectively ensure the quality of virtualized teaching and that is built on the relevance of content, appropriate working methodologies and solid training of academic staff.
Keywords:
higher education, educational quality, virtual teaching, acceptability and adaptability, educational public policies
Vargas Ugalde, J. C., & González Ramírez, I. X. (2021). RETHINKING THE ACCEPTABILITY AND ADAPTABILITY OF VIRTUAL UNIVERSITY TEACHING. Revista Enfoques Educacionales, 18(1), 104–131. https://doi.org/10.5354/2735-7279.2021.61600
