Gains from the transition from face-to-face to digital/online modality to improve education in emergency

Education during emergencies demands attention from both institutions and governments, as the incidence of disasters crises continues to increase worldwide due various challenges that threaten humanity, including climate change, terrorism, food water scarcity, energy crises, poverty, inequality. Emergency remote teaching (ERT) is a critical factor in providing academic opportunities, building resilience, promoting recovery for affected individuals. This research examines associated with transitioning face-to-face online/digital lessons, according perceptions 105 professors Mexican private university, 2 months after mandatory was implemented. By analyzing data collected through survey using statistical mining techniques, we identified factors should be considered when designing future education emergency situations. The study found while most positively evaluated their performance ERT, they still preferred lack personal interaction distractions. Professors adapted ERT technological training provided by institution, but reported an workload importance balance between job responsibilities family issues. also revealed professors’ depended on conditions space at home. Furthermore, suggested need development improved assessment framework online evaluation methods, integration effective strategies everyday contexts. sudden change modality represented fantastic opportunity introduce teaching-learning-evaluating technologies forcing evolve into digital environment. Therefore, every stakeholder identify implement best practices modalities improve emergencies.