Digital Inequalities and Educational Virtualization as an Alternative in Times of COVID-19 in the Faculty of Social and Human Sciences of the Central University of Ecuador

Educational institutions globally, during the pandemic, were not on equal terms to access the virtual education modality. Geographic location, scarce economic and technological resources, and lack of training and experience in the use of information and communication technology are relevant factors that make the difference between students and teachers. The objective of this study was to analyze digital inequalities and educational virtualization as an alternative to COVID-19. The work was carried out using a nonexperimental, transectional design, qualitative-quantitative mixed methodology, and as survey and interview techniques through the use of questionnaires and group interviews, respectively. The population included teachers and students from the political science, sociology, and social work majors that make up the Faculty of Social and Human Sciences of the Central University of Ecuador. The main finding of the study was that, initially, virtuality was well received by teachers and students; without considering the digital inequalities and deficiencies that exist in the population and some of the areas in which the project can be applied are the lack of technological equipment in the students’ homes, the poor Internet connectivity, the inadequate training of teachers and students, and the lack of Internet access that widen the digital divide. Virtualized education became a superfluous right, given the existing inequalities, becoming a privilege for a few who have favorable economic and technological conditions, but to the detriment of the most vulnerable social strata.