Influence of limited access to technology on the academic and emotional development of students in the COVID-19 context in Ecuador

Abstract

The COVID-19 pandemic had a significant impact on education and mental health in young people around the world; evidencing that one of the main barriers faced by students in this context is the limited access to technology, which had a negative impact on academic and emotional development. The objective of the research is to determine the influence of limited access to technology on the academic and emotional development of students during the COVID-19 pandemic. The methodology employed is a literature review supported by Gowin's V method, which included the search of scientific articles in several databases such as Scopus, Latindex, WoS, among others, and the selection of those that met the inclusion criteria. The results revealed that the limited access to technological tools hindered young people's learning, and they also had difficulties in maintaining contact with others, both situations led to educational lag and affected emotional well-being, increasing levels of anxiety, stress and social isolation. It was found that those who have limited access to technology have greater difficulties in participating in classes and completing their homework, which has a negative impact on academic performance and self-esteem. Likewise, the lack of social interaction, which is usually vital in the development of young people, was minimal, which exacerbated the problems already mentioned. In conclusion, the lack of technological tools negatively affected the academic and emotional development of students during the COVID-19 pandemic and even today. Therefore, it is imperative to take measures to ensure access to technology and the necessary resources to learn and develop in an ideal environment, in which students have the opportunity to develop their academic and emotional potential, even in difficult times such as those experienced today.