Factores asociados a la satisfacción y las dificultades en la enseñanza remota de emergencia entre profesores universitarios brasileños
DOI:
https://doi.org/10.33871/nupem.2026.18.44.10166Palabras clave:
Tecnologías digitales, salud ocupacional, universidadesResumen
Este estudio identificó los factores asociados a la satisfacción y las dificultades durante la enseñanza remota de emergencia entre profesores de instituciones brasileñas de Educación Superior. Las percepciones de los docentes sobre la enseñanza remota durante la pandemia de Covid-19 se recopilaron mediante un cuestionario electrónico estructurado, y se realizaron análisis de regresión logística. Participaron 428 profesores, de los cuales el 57,5% manifestó insatisfacción y el 63,3% presentó dificultades en la transición hacia la enseñanza remota. Las actitudes favorables, como las expectativas positivas (OR=7,14; IC95%: 4,33-11,8) y la disposición al cambio (OR=3,73; IC95%: 2,17-6,43), fueron los principales factores asociados a la satisfacción. La falta de habilidades técnicas (OR=3,78; IC95%: 2,13-6,70), la incapacidad para monitorear el compromiso de los estudiantes (OR=2,51; IC95%: 1,58-3,99) y el género femenino (OR=1,82; IC95%: 1,14-2,88) fueron los principales factores asociados a las dificultades relacionadas con la enseñanza remota. Este trabajo puede contribuir al establecimiento de políticas públicas y a la promoción de acciones por parte de las instituciones educativas.
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Derechos de autor 2026 Maria Isabel Triches, Renata Gonçalves Mendes, Jaber Saud Alqahtani, Tatiana de Oliveira Sato
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
