Maldonado Mahauad, Jorge Javier2023-09-292023-09-2920232071-1050http://dspace.ucuenca.edu.ec/handle/123456789/42959https://www.scopus.com/record/display.uri?eid=2-s2.0-85148003734&origin=resultslist&sort=plf-f&src=s&sid=09c188d473597792b711febcd9c1d3e2&sot=b&sdt=b&s=TITLE-ABS-KEY%28Lessons+Learned+from+the+Educational+Experience+during+COVID-19+from+the+Perspective+of+Latin+American+University+Students%29&sl=137&sessionSearchId=09c188d473597792b711febcd9c1d3e2The COVID-19 pandemic impacted the educational context. University students were exposed to an educational transition from a face-to-face context to emergency remote teaching (ERT). This change affected the educational experience of students and teachers in general, and impacted their educational performance, as well as their emotional and mental health, among other aspects. However, learning from the successes during the ERT and reflecting on good and bad practices will allow us to configure effective learning scenarios that respond to the new normal. The objective of this paper is to describe and present the lessons learned during ERT from the experience of university students in Latin America who have already returned to face-to-face instruction. The study used a qualitative inductive approach and a phenomenographic design. The sample consisted of 640 undergraduate students (63% women) of higher education who experienced online education during the year 2021 and a face-to-face modality during the first semester of 2022, belonging to universities in Chile, Venezuela, and Ecuador. The results suggest that new learning scenarios should consider specific pedagogical practices, including active, collaborative, meaningful, and problem-based strategies, together with a diversity of feedback practices. It is concluded that the ERT brought good practices that should guide university educational policieses-ESCOVID-19Virtual educationUniversity studentsQuality educationhigher educationARTÍCULO10.3390/su15032341