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This paper aims to show, based on the results of a questionnaire applied in May 2020, the conditions in which the female students of a unit of the National Pedagogical University (UPN) in Mexico City have continued their studies during the Covid-19 pandemic. The concept of intersectionality allows us to show that the social and economic disadvantages (job insecurity, unpaid work, economic dependence) in which the students lived before the pandemic intensified, particularly for those who work in the education sector, since they had to add to the tasks they were already performing working from home and caring for people within the home (triple burden). Given this situation, it is suggested to develop strategies focused on women in the education sector (particularly those who are still in training), so that the pandemic and the eventual return to the classroom do not result in work overload and worsening of their working conditions. [ABSTRACT FROM AUTHOR]

This paper presents the results of an investigation on the work experience of Higher Technical University graduates of the Universidad Iberoamericana, Mexico City (Ibero). These experiences focus on the effects social confinement generated by the Covid-19 pandemic had on their employment and working conditions. It is an extract of a broader cross-sectional qualitative research that explains, through the evidence collected by interviews and using the Photovoice technique -from the Sociology of Work-, how their working conditions changed and how they have responded to these changes. The results reveal an increase in unemployment and underemployment and the need to establish working conditions that safeguard health and economy, not exclusive to workers with technical degrees. However, it identifies that they belong to the most affected population because of their job position and activities. Likewise, it foresees a future for graduates with different occupations that will require new skills, which will force Technical Education Institutions to anticipate and design training according to upcoming job needs. [ABSTRACT FROM AUTHOR]

The educational isolation caused by the Covid-19 pandemic has consequences in the teaching and learning process of preschool children with special needs, their parents, and teachers. Such outturns are yet to be studied. This paper aims to show how the participants involved in the special-education process live and understand educational isolation. Accordingly, we created and applied online semi-structured interactive interviews for children, parents, and teachers in special education from public institutions. The study participants were ten preschool children with special needs, ten parents, and 25 special education teachers from Tlaxcala, Mexico. The data analysis allows us to establish the differences between the motives and objectives of children and adults. The article discusses the need for further reflection on the methodology used to work online with preschool children with special needs. The conclusions establish that all preschool children wish to return to a face-toface modality of education and special attention, which corresponds to the needs of psychological development of this age. Data manifest urgent necessity of reconsideration of the form, in which preschool children receive specialized attention. [ABSTRACT FROM AUTHOR]

This paper gives an account of how firsttime university students have experienced the beginning of their professional training in front of the computer screen due to the confinement caused by the Covid-19 pandemic. The empirical evidence arises from an exploratory study and a part of the data obtained is drawn from an online survey applied between November and December 2020 which totaled 1 738 valid responses. The results show a distant relationship between students and the institution of higher education, as well as frustration, stress, and sadness caused by the inability to attend campus. On the other hand, they refer that this teaching modality prepares them for a post-pandemic world, characterized by the intensive use of information and communication technologies. [ABSTRACT FROM AUTHOR]

This paper presents the intercultural and technological experiences of 18 bachelor students during their academic stay at the University of Veracruz when the coronavirus pandemic started. The Mexican federal government urged educational institutions to adopt social distancing measures as the main action to stop the spread of the virus, which resulted in a lockdown and the cancellation of all gatherings, including classes, tutoring, and academic meetings. The University of Veracruz timely reacted with a contingency plan with the health of the community as a target: the students had to keep up with their activities from houses throughout digital media. From the beginning of the lockdown until the end of the semester on July 17th, 2020, practically all academic work was held in digital platforms and spaces, altering the immersive experience mobility students were expecting. It concludes with the suggestion of re-establishing the educational internationalization from home as an alternative and complement of the immersive academic mobility. [ABSTRACT FROM AUTHOR]

This paper is the result of a qualitative research with theoretical-analytical support that aims to analyze the educational policies implemented by the Mexican Government, against the SARS-CoV-2 that causes the disease Covid-19, and which resulted in the period of social isolation. In particular, the documents and communications issued by the Secretariat of Public Education for basic education will be analyzed; as well as the effects of virtual platforms and digital resources available for the continuity of classes from home. It is concluded that there is a poor culture in Information and Communication Technologies on the part of the school population, that there are deficiencies in connectivity and availability of technology applicable to education, and that it is necessary to reconsider the current curriculum for basic education, as well as teaching practices, in order to focus on new educational models capable of facing not only a crisis like the current one, generated by the Covid-19 pandemic, but also as viable options for training for life, for citizenship and solidarity . [ABSTRACT FROM AUTHOR]