Abstract

ALBERTO-LOVERA, Patricia Cenia  and  PEREZ-COLLANTES, Rafael Diego. Educational Transition from Initial to Primary Level in Times of Pandemic by COVID-19. Revista Docentes 2.0 [online]. 2024, vol.17, n.1, pp.41-49.  Epub Nov 06, 2024. ISSN 2665-0266.  https://doi.org/10.37843/rted.v17i1.398.

COVID-19 transformed the teaching and learning process, emphasizing the use of Information and Communication Technologies and Virtual Learning Environments; however, the transition from one grade to another in this modality has not been satisfactory in most cases. This study focused on identifying the factors contributing to the failure of this transition, emphasizing the need for a comprehensive approach in curriculum planning to address the complex educational dynamics in times of pandemic. Methodologically, a systematic review was carried out following the protocols of the PRISMA declaration. This approach was supported by an inductive framework, adopting a positive paradigm and employing a quantitative approach. The exploratory documentary design has guided the search for relevant evidence in various search engines, such as WoS, Dialnet, Redalyc, Scopus, Science Direct, and Springer. Inclusion criteria were applied, which allowed 27 articles to be selected for analysis. Among the most outstanding conclusions, it is highlighted that the factors that influence the educational transition include both endogenous and exogenous aspects. In the endogenous field, they focus on the transition process and are intrinsically linked to the student and their context, addressing cognitive and socio-emotional elements. On the other hand, in the exogenous field, the student is recognized as the main actor, considering the didactic, social, and cultural processes and the dynamics of coexistence that profoundly impact their educational experience.

Keywords : Students; initial; pandemics; primary; educational transition.

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