School coexistence and social distancing in Mexican college students at Covid-19's pandemic

Abstract

With the arrival of the COVID-19 pandemic, higher education in Mexico underwent a profound transformation, shifting towards remote learning modalities such as virtual and blended education. Young college students left out classrooms and their social relationships. This article conducts an analysis of the varied modalities and changes experienced by college students, in terms of school coexistence, throughout different phases of remote learning and community containment measures. It examines the temporal progression, educational modalities, and social dynamics among students, drawing on narratives and data gathered from individuals who experienced mandatory social distancing during their college years. The aim is to understand what happened and how coexistence took place among university students at four higher education Institutions in Mexico. In terms of methodology, this study presents the results of an exploratory mixed-methods research approach, consisting of two distinct stages. The first stage adopts a qualitative and exploratory lens, aiming to capture the voices of students through 12 interviews, each lasting 1.5 hours. The second stage employs a quantitative approach, utilizing a questionnaire with 54 questions administered to 1270 higher education institution students. Among the findings, it is highlighted that, from March to December 2020, students coexisted daily with their peers through the use of information and communication technologies. However, in the subsequent period from January to August 2021, a sense of distance and breakdown in social relationships between classmates emerged, particularly due to the no-change classroom dynamic and the community containment routine.