<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412025000100103</article-id>
<article-id pub-id-type="doi">10.24320/redie.2025.27.03.5897</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelo de simulación para las alternativas educativas presencia-distancia pos-COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Simulation Model for Face-to-Face and Distance Education Options Post-COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barragán-Moreno]]></surname>
<given-names><![CDATA[Sandra Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lozano Galindo]]></surname>
<given-names><![CDATA[Oscar Leonardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Bogotá Jorge Tadeo Lozano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412025000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412025000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412025000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio tuvo como objetivo simular el comportamiento de la deserción escolar en los niveles de preescolar, básica y media en Colombia tras la pandemia de COVID-19, considerando alternativas educativas entre presencialidad y virtualidad. Se aplicó una metodología en dos fases: metanálisis de 25 artículos (2020-2022) y simulación de escenarios con Dinámica de Sistemas. Los resultados muestran que las variables más relevantes son &#8220;docentes&#8221; y &#8220;matriz curricular&#8221;, pertenecientes al determinante académico. El modelo reveló que la deserción es altamente sensible al porcentaje de virtualidad, alcanzando más de un millón de estudiantes desertores en escenarios de 100% virtualidad. En contraste, la deserción no fue sensible al aumento de horas de capacitación docente dentro de los márgenes establecidos por las políticas educativas. Se concluye que la virtualidad exige acciones integrales que superen la capacitación docente y garanticen condiciones tecnológicas mínimas para prevenir el abandono escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study aimed to simulate school dropout in preschool, basic, and upper secondary education in Colombia following the COVID-19 pandemic, based on face-to-face and distance education scenarios. A two-stage methodological approach was employed, consisting of a meta-analysis of 25 articles (2020-2022) and a simulation of scenarios using system dynamics. &#8220;Teachers&#8221; and &#8220;curriculum matrix,&#8221; which were part of the academic determinant, were found to be the most relevant variables. The model showed that dropout is highly sensitive to the percentage of virtual education, with over one million students dropping out in 100% virtual scenarios. By contrast, dropout was not sensitive to an increase in teacher training hours within the limits set by education policy. We conclude that virtual education calls for comprehensive measures that go beyond teacher training and ensure minimum technological conditions to prevent school dropout.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[modelo de simulación]]></kwd>
<kwd lng="es"><![CDATA[deserción escolar]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="en"><![CDATA[simulation model]]></kwd>
<kwd lng="en"><![CDATA[dropping out]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
</kwd-group>
</article-meta>
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