Desafíos psicológicos del aprendizaje a distancia en la educación superior en Ucrania durante la pandemia de COVID-19: potencial innovador, dilemas en el camino

Autores/as

DOI:

https://doi.org/10.17162/au.v13i2.1436

Palabras clave:

Desafíos psicológicos, Educación a distancia, Salud mental, Dieta digital, Inventiva psicológica

Resumen

Ante la pandemia mundial de COVID-19 y la introducción de la educación a distancia se han actualizado los problemas psicológicos, el propósito del artículo es analizar los desafíos psicológicos de la educación a distancia, para determinar el potencial innovador de las formas de superarlos. Se utilizaron métodos de investigación pedagógica teórica (análisis, síntesis, inducción y deducción), método de modelado, método predictivo para escribir el artículo. El trabajo se basa en los principios de concreción, sistematicidad, objetividad y cientificidad. Los resultados analizan la efectividad de los medios de superación de la sobrecarga psicológica de estudiantes y docentes debido a que estos fenómenos tienen raíces comunes. La atención principal se presta a las formas creativas de superar los miedos y las inseguridades. También se investigó el concepto de ingenio psicológico. Se justifica el uso del método de higiene digital como parte del enfrentamiento a los desafíos psicológicos. Además, se destacan las causas económicas de las situaciones estresantes en los estudiantes. Las conclusiones resumieron que los medios efectivos para enfrentar los desafíos psicológicos son el tratamiento de los estudiantes de la autoorganización y la autoayuda, aumentando el nivel de autoestima real, la autorreflexión sobre las metas de la vida y la comprensión de las necesidades de ayuda psicológica. 

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Publicado

2023-03-01

Cómo citar

Ovdiyenko, I., Chausova, T., Brukhovetska, O., Verbytska, L., & Gorova, O. (2023). Desafíos psicológicos del aprendizaje a distancia en la educación superior en Ucrania durante la pandemia de COVID-19: potencial innovador, dilemas en el camino. Apuntes Universitarios, 13(2), 90–110. https://doi.org/10.17162/au.v13i2.1436