Digital Leap in the New Mexican School since the Pandemic Lockdown - Challenges for Governance and Pedagogical Processes

Oct 15, 2026

Uploaded by acoobca

This paper analyzes how the use of digital education platforms (DEP), intensified by the COVID-19 pandemic lockdown, reshaped educational policies for digital transition in schools within Mexico’s 2019 educational reform, alongside teaching-learning processes and school-family relations. It argues that the resulting “digital leap” transformed educational governance methods, pedagogical processes, and communication practices, with implications for children’s rights. The study uses qualitative in-depth interviews with policymakers and a survey of 70 principals, teachers, and families across five educational regions, also examining gendered perspectives.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages28

Reading Time1 h 11 min

AccessFree to download

Digital education platforms and schooling policy changes

Governance and pedagogical processes

School-family relations and children’s rights

Methodology and stakeholder perspectives (gender-focused)

| Special Issue
Digital Education Platforms and Schooling: New Challenges and Alternatives Toward Education Equity and Children’s Rights | | | --- | --- | | education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal | | | Arizona State University | | | Volume 31 Number 136 December 12, 2023 ISSN 1068-2341 | | Digital Leap in the New Mexican School since the Pandemic Lockdown: Challenges for Governance and Pedagogical Processes Cecilia Peraza Sanginés & Mauro Jarquín Ramírez Universidad Nacional Autónoma de México Mexico Citation: Peraza-Sanginés, C., & Jarquín-Ramírez, J. (2023). Digital leap in the New Mexican School since the pandemic lockdown: Challenges for governance and pedagogical processes. Education Policy Analysis Archives, 31(136). [https://doi.org/10.14507/epaa.31.7912](https://doi.org/10.14507/epaa.31.7912) This article is part of the special issue, Digital Education Platforms and Schooling, edited by Pablo Rivera-Vargas, Lluís Parcerisa, and Carla Fardella Cisternas. Abstract: This paper analyzes the extent to which the use of digital education platforms (DEP), which was exacerbated by the COVID-19 pandemic lockdown, has modified educational policies for digital transition in schools in the context of the last Mexican educational reform (2019), teaching-learning processes, and school-family relations. Our main hypothesis is that the digital leap, in the New Mexican School that emerged from the last educational reform, has considerably modified the methods of educational governance, the pedagogical processes in schooling, and the ways of communication between schools and families, with implications forchildren’s rights. The objective is to identify, from the stakeholders’ perspectives, the effects of the growing importance of BigTech corporations in Mexico and of the expansion of digital capitalism, which deepened as an effect of school closures due to the pandemic, and to analyze the results from the gender perspective. The research methodology is qualitative based on indepth interviews with policymakers and a survey of 70 school principals, teachers, and families from the five educational regions of the country. Our main research objective is to explore the perceptions, experiences, and opinions of women and men in urban and rural environments about the changes experienced since the pandemic in terms of digital transition and to identify the benefits and constraints of using DEP in schooling contexts. Key words: educational policy; digital governance; pandemic lockdown effects; digital education platforms; Mexican educational reform El salto digital en la Nueva Escuela Mexicana a partir del confinamiento por pandemia: Desafíos para la gobernanza y los procesos pedagógicos Resumen: Este trabajo analiza en qué medida el uso de plataformas educativas digitales (PED), exacerbado a partir del confinamiento por la pandemia de COVID-19, ha modificado las políticas educativas para la transición digital de las escuelas en el contexto de la última reforma educativa mexicana (2019), los procesos de enseñanza y aprendizaje, así como las relaciones entre las escuelas y las familias. Nuestra hipótesis principal es que el salto digital en la Nueva Escuela Mexicana-que emerge de la última reforma educativa-ha modificado considerablemente los métodos de la gobernanza educativa, los procesos pedagógicos en la escolarización, así como las formas de comunicación entre las escuelas y las familias, con implicaciones sobre los derechos delas infancias. El objetivo principal es identificar, desde la perspectiva de los actores involucrados, algunos de los efectos de la expansión del capitalismo digital y la creciente importancia de las corporaciones BigTech en México, exacerbados a partir del cierre de escuelas por la pandemia, con perspectiva de género. La metodología de investigación es cualitativa a partir de entrevistas semi estructuradas en profundidad a deci

FAQs

How does the paper link the DEP expansion to changes in educational policies in Mexico?

It examines how DEP use, intensified by pandemic lockdowns, modified policies related to digital transition under the 2019 Mexican educational reform.

What major areas does the study claim were transformed by the “digital leap”?

It argues that governance methods, pedagogical processes in schooling, and communication between schools and families were considerably modified.

What research methods does the paper use and who were the participants?

It applies qualitative in-depth interviews with policymakers and a survey involving 70 principals, teachers, and families across the country’s five educational regions.

Oct 15, 2026

Uploaded by acoobca