Theoretical systematization of hybrid pedagogical models adapted to the needs of educational systems in COVID time.

Abstract

The pandemic related with the COVID-19 has considerably affected the educational system, forcing the total or partial closure of schools around the world. Until now, it has not been possible the reestablishment of the face-to-face modality. Consequently, this situation requires innovate the traditional way in which education has been conceived and tackling new models or concepts that respond to these needs. The article’s purpose is to develop a proposal for a hybrid pedagogical model, as an alternative to the requirements of the Ecuadorian educational system in times of COVID; For this, an investigation was designed with an exploratory, descriptive, and analytical qualitative approach. It were used methods of the theoretical and empirical level. In reference to the first one, the historical-logical, analysis-synthesis and induction-deduction methods were applied to organize and structure this document; on the other hand, the empirical methods used were: scientific observation, interviews and surveys whose purpose were to obtain relevant information for the model’s construction. It was concluded that hybrid education models are a highly efficient alternative to face adverse situations which put the continuity of the educational process at risk. Furthermore, this model meets the requirements of education such as flexibility, equity, inclusion, and interaction of students. However, for its successful implementation it is necessary to overcome barriers in reference to the economic, technological, and attitudinal factor.