Resilient Strategies for Internet-Based Education: Investigating Engineering Students in the Canary Islands in the Aftermath of COVID-19

Carlos Sierra (), Carlos Boente, Abir Zitouni, Roberto Baelo and Enrique Rosales-Asensio
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Carlos Sierra: Departamento de Tecnología Minera, Topografía y de Estructuras, Universidad de León, Campus de Vegazana, 24006 León, Spain
Carlos Boente: Laboratorio de Estratigrafía Biomolecular, ETSI Minas y Energía, Universidad Politécnica de Madrid, 28003 Madrid, Spain
Abir Zitouni: Departamento Didáctica General, Específicas y Teoría de la Educación, Universidad de León, Campus de Vegazana, 24006 León, Spain
Roberto Baelo: Departamento Didáctica General, Específicas y Teoría de la Educación, Universidad de León, Campus de Vegazana, 24006 León, Spain
Enrique Rosales-Asensio: Departamento de Ingeniería Eléctrica, Universidad de Las Palmas de Gran Canaria, Tarifa s/n, 35017 Las Palmas de Gran Canaria, Spain

Sustainability, 2024, vol. 16, issue 4, 1-29

Abstract: The COVID-19 pandemic has brought about notable changes in the education sector, specifically the shift towards online learning. This study examined the experiences of 124 engineering students in the Canary Islands, an EU ultra-peripheral region, as they adapted to online education during the pandemic. A comprehensive survey assessed students’ experiences in five key dimensions, including satisfaction with traditional face-to-face learning, perceptions of the engineering department’s transition to online learning, module-specific adaptations, personal adaptation strategies, and the adaptation of teaching staff. The study’s methodology involved statistical analyses using Microsoft Excel v16.0 and SPSS 27 tools to identify patterns and draw conclusions. The findings indicate a nuanced landscape. Students demonstrated strong technological literacy and readiness for online learning. However, they expressed concerns about educators’ digital proficiency and perceived a decline in educational quality. These results emphasize the critical need for sustainable, adaptable, and inclusive educational strategies, particularly in regions like the Canary Islands that face unique challenges. The implications of the study have broader relevance to digital education. It is essential to note the need for educators to receive comprehensive training in digital tools and methodologies to improve the quality of online learning.

Keywords: ultra-peripheral region; education transformation; STEM; higher education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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