Techno-pedagogical lessons learned after the COVID-19 pandemic

Abstract

This article presents the main techno-pedagogical lessons learned during the COVID-19 pandemic and their impact on Costa Rican state university education. Based on this abrupt transition from in-person instruction to remote pedagogical mediation, these lessons are analyzed and organized around two axes. The first focuses on structural transformations in the educational process, including the transformation of educational space, curricular flexibilization, and the metamorphosis of pedagogical models. The second axis addresses the strengthening of capacities and implementation dynamics through the development of techno-pedagogical competencies, access to library systems and institutional repositories, and the promotion of collaborative learning. Pedagogy, as a discipline oriented toward understanding and improving teaching and learning processes, can become a strategic driver of educational innovation when integrated with the development of technological competencies across diverse contexts. As such, techno-pedagogy makes it possible to critically articulate pedagogical and technological knowledge to strengthen educational quality. This article therefore argues that the conscious integration of techno-pedagogy is not only a response to an emergency situation, but also an opportunity to consolidate inclusive and sustainable practices in Costa Rican state higher education. It concludes with a set of opportunities and perspectives aimed at inclusive practices aligned with university students' needs, contributing to the strengthening of quality digital education in the Costa Rican context.