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Models of Future Teachers’ Adaptation to New Post-Pandemic Digital Educational Scenarios

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  • Ángela Martín-Gutiérrez

    (Department of Education, International University of La Rioja (UNIR), 26006 Logroño, Spain
    Department of Theory and History of Education and Social Pedagogy, University of Seville (US), 41013 Seville, Spain)

  • María Dolores Díaz-Noguera

    (Department of Teaching and Educational Organisation, University of Seville (US), 41013 Sevilla, Spain)

  • Carlos Hervás-Gómez

    (Department of Teaching and Educational Organisation, University of Seville (US), 41013 Sevilla, Spain)

  • Gloria Luisa Morales-Pérez

    (Affiliated Centre of the University of Seville, University School of Osuna, 41640 Osuna, Spain)

Abstract

The aim of this study was to determine the post-pandemic learning adaptation scenarios from the perspective of university students from the Faculty of Education Science of the University of Seville (Spain) as a function of the competencies identified in the context of digital transformation. This was a non-experimental, descriptive study that used a short version of the Scale of Attitudes on the Perceptions of Future Teachers toward the New Post-pandemic Educational Scenarios (SANPES). The sample consisted of 972 students of the University of Seville (Spain) (72% women, 28% men), registered in the academic year 2021–2022. A cluster analysis was performed, using a hierarchical procedure (dendrogram), followed by a non-hierarchical procedure (k-means algorithm). The results show significant differences in the responses of the university students. Conclusions: progressive models or scenarios of adaptation to post-pandemic learning based on some student competencies, such as motivation, collaboration, self-learning and digital methodology: (a) initial adaptation model, (b) moderate adaptation model, and (c) advanced adaptation model.

Suggested Citation

  • Ángela Martín-Gutiérrez & María Dolores Díaz-Noguera & Carlos Hervás-Gómez & Gloria Luisa Morales-Pérez, 2022. "Models of Future Teachers’ Adaptation to New Post-Pandemic Digital Educational Scenarios," Sustainability, MDPI, vol. 14(21), pages 1-14, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:21:p:14291-:d:960403
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    References listed on IDEAS

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    1. Johanna Andrea Navarro-Espinosa & Manuel Vaquero-Abellán & Alberto-Jesús Perea-Moreno & Gerardo Pedrós-Pérez & Pilar Aparicio-Martínez & Mª Pilar Martínez-Jiménez, 2021. "The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case," Sustainability, MDPI, vol. 13(11), pages 1-22, June.
    2. María Dolores Díaz-Noguera & Carlos Hervás-Gómez & Ana María De la Calle-Cabrera & Eloy López-Meneses, 2022. "Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(2), pages 1-14, January.
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