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(Santana-Sardi, Zambrano-Palacios, & Castro-Coello, 2020). The visions about the
actions to be implemented for the recovery, adjustment and achievement of the
university processes with the positive and negative consequences of the whole stage of
the pandemic are alluded to. An assessment is made of possible stages or phases of
development with the idea of determining these results and the implementation by way
of strengthening the mediation of Information and Communication Technologies, and
the perspectives of the student body and the teaching staff for the improvement of their
performance. (pp.45)
The pandemic has transformed not only life habits but also part of their conduct and
social behavior in the areas of life. Faced with this truth, higher education institutions
and the challenges they are facing to continue in force, moving from face-to-face
education to the modality of a virtual training and teaching-learning process, do not
escape. Therefore, university institutions, in general, are presented with the central
purpose of identifying the challenges of Higher Education facing Covid-19 in Ecuador,
under new technological didactic trends that will allow the development of effective
learning. (Soria-Caiza, Espinoza-Beltrán, García-Narváez, & Mena-Pacheco, 2020).
Uleam as a university institution in the coastal area of the province of Manabi has
addressed its particularities regarding the transformation of education towards a digital
culture to face the pandemic scenario with which humanity has had to deal with being a
cause for discussion in academic communities where confusion is generated in the new
roles and functions between the different actors in the sector. Decision-making,
regulations and actions represent challenges at every step and have motivated criticism.
Research results have allowed to define that both preparedness and prevention under
these pandemic conditions have been insufficient in the face of possible and probable
crisis scenarios in the academy, which has limited its response capacity and resilience,
so that the permanent observation of the evolution of the facts caused by the crisis is
recommended to achieve the design of strategies aimed at improving the tangible and
intangible institutional structure of the universities. (Macías & Loor, 2021)
(Ramos & Rodriguez, 2013) approach to recognize the formative process as "a totalizing
process, which aims to prepare man as a social being, which brings together in a
dialectical unity the educational, developmental and instructive processes" although
there are similarities with the definition of (Latorre, 2016) where it is recognized as "an
exclusively human, intentional, inter-communicative and spiritual process, by virtue of
which the instruction, personalization, socialization and moralization of the human being
is carried out more fully", both coincide in the intelligence and certain abilities of the
human being in the face of social phenomena.
It is relevant to recognize that within this process, the need to achieve the training of
people capable of inserting themselves in society and, at the same time, to perform at
the pace of its changes, is an increasingly marked demand that this same society demands
from the institutions in charge of the development of the teaching-educational processes.
These require, like all human activity, rigorous planning and control. Within this system,
the instructional objectives determine the amount of knowledge that students must