<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000100117</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2258</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La continuidad formativa del alumnado durante la pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[The training continuity students during the pandemic]]></article-title>
<article-title xml:lang="pt"><![CDATA[Continuidade da formação dos alunos durante a pandemia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zepeda Hurtado]]></surname>
<given-names><![CDATA[María Elena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso Espinosa]]></surname>
<given-names><![CDATA[Edgar Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortés Ruiz]]></surname>
<given-names><![CDATA[Jésica Alhelí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico Nacional, CECyT 11 Wilfrido Massieu  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico Nacional Escuela Superior de Comercio y Administración ]]></institution>
<addr-line><![CDATA[Santo Tomás ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico Nacional Escuela Superior de Comercio y Administración ]]></institution>
<addr-line><![CDATA[Santo Tomás ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de la investigación fue valorar la continuidad formativa del estudiantado de posgrado durante la pandemia por COVID-19, para determinar su incorporación y uso permanente en el retorno a la modalidad presencial. El enfoque metodológico fue cuantitativo, con alcance descriptivo. La información se recopiló mediante un cuestionario estructurado con una escala tipo Likert, abarcando las dimensiones de acceso y tipo de dispositivo, metodologías didácticas, recursos digitales usados y satisfacción estudiantil. Los resultados mostraron que las metodologías activas fomentan la colaboración entre pares y el uso de materiales didácticos digitales, lo cual promueve habilidades como el análisis, la argumentación, la síntesis y la evaluación en los estudiantes. Se encontraron diferencias significativas respecto al género en la continuidad formativa basada en la enseñanza remota de emergencia (t = 4.365, p = 0.000); no hubo diferencias significativas para el empleo de metodologías activas (t = 0.167, p = 0.485). Se identificaron diferencias significativas por programa educativo en la continuidad formativa basada en la enseñanza remota (t = 4.811, p = 0.000) y en el uso de metodologías activas (t = 5.034, p = 0.000).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of the research was to assess the training continuity of postgraduate students during the COVID-19 pandemic to determine its permanent incorporation and use upon returning to in-person learning. The methodological approach was quantitative with a descriptive scope. Information was collected using a structured questionnaire based on a Likert-type scale, covering dimensions such as access and type of device, teaching methodologies, digital resources used, and student satisfaction. The results showed that active methodologies promote peer collaboration and the use of digital teaching materials, enhancing students' skills in analyzing, arguing, synthesizing, and assessing. Significant differences were found regarding gender in training continuity based on emergency remote teaching (t = 4.365, p = 0.000); however, no significant differences were identified for gender in the use of active methodologies (t = 0.167, p = 0.485). Significant differences by educational program were found in training continuity based on emergency remote teaching (t = 4.811, p = 0.000) and in the use of active methodologies (t = 5.034, p = 0.000).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo da pesquisa foi avaliar a continuidade educacional dos alunos de pós-graduação durante a pandemia da COVID-19, para determinar sua incorporação e utilização permanente no retorno à modalidade presencial. A abordagem metodológica foi quantitativa, com escopo descritivo. As informações foram coletadas por meio de questionário estruturado com escala do tipo Likert, abrangendo as dimensões acesso e tipo de dispositivo, metodologias de ensino, recursos digitais utilizados e satisfação dos alunos. Os resultados mostraram que as metodologias ativas estimulam a colaboração entre pares e o uso de materiais didáticos digitais, que promovem habilidades como análise, argumentação, síntese e avaliação nos alunos. Foram encontradas diferenças significativas quanto ao gênero na continuidade do treinamento com base no ensino remoto emergencial (t = 4,365, p = 0,000); Não houve diferenças significativas para o uso de metodologias ativas (t = 0,167, p = 0,485). Diferenças significativas foram identificadas por programa educacional na continuidade do treinamento baseado no ensino remoto (t = 4,811, p = 0,000) e na utilização de metodologias ativas (t = 5,034, p = 0,000).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estudiantado]]></kwd>
<kwd lng="es"><![CDATA[metodologías activas]]></kwd>
<kwd lng="es"><![CDATA[recursos digitales]]></kwd>
<kwd lng="es"><![CDATA[valoración estudiantil]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[active methodologies]]></kwd>
<kwd lng="en"><![CDATA[digital resources]]></kwd>
<kwd lng="en"><![CDATA[student assessment]]></kwd>
<kwd lng="pt"><![CDATA[alunos]]></kwd>
<kwd lng="pt"><![CDATA[metodologias ativas]]></kwd>
<kwd lng="pt"><![CDATA[recursos digitais]]></kwd>
<kwd lng="pt"><![CDATA[avaliação de alunos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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