In Uruguay, the expansion of distance graduate programs accelerated after the pandemic but remains uneven across higher education subsystems. Based on comparative studies in the Southern Common Market (MERCOSUR), this article examines how distance learning emerged as a viable option amid regulatory tensions and institutional diversity. Despite some progress, recent policy changes and the absence of a national strategy have raised concerns. The article outlines current regulations and institutional responses, and offers suggestions to support coordinated, high-quality development of distance education.
Dávila et al. (Wed,) studied this question.
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