Review of higher education policy during the pandemic: A Spanish perspective
Javier Mula-Falcón, Cristina Cruz González, Jesús Domingo Segovia, Carmen Lucena Rodríguez
Abstract
The COVID-19 pandemic has prompted profound changes in Higher Education. Thus, policymakers in different national contexts worldwide needed to design alternative responses to deal with new educational scenarios. In Spain, rethinking educational management in Higher Education remains an issue of current debate. Methodological readjustments towards virtual teaching, the digital divide due to socio-economic and cultural issues of the students, unequal access to education, or a decrease in internationalization have been some of the most significant adversities faced during this time. Amid this crisis, the measures taken by political leaders and university managers played an essential role. This study aims to provide an overview of the policy measures developed during this period, describing some of the most important decisions taken by different universities in Spain. To this end, an exploration based on secondary data from extensive literature reviews is carried out to construct a descriptive analysis of the measures implemented in Spanish universities. The findings highlight the coordinated action of the Spanish university system and the staunch defense of face-to-face teaching. This health crisis has also highlighted the deficits of this level of education and shed light on its future. Spain faces major challenges in the field of higher education. Consequently, the Spanish university system must begin building the foundations for educational innovation and training education professionals without fear of online scenarios. Finally, this article also proposes suggestions to guide policymakers in dealing with future adverse situations.