During the COVID-19 pandemic, university teaching staff were compelled to urgently transform their pedagogical practices, rapidly adopting new methodologies and technological tools. This abrupt shift in higher education demands critical reflection on the past, present, and future of academic institutions. Based on a qualitative approach, this research used case studies and discussion groups to conduct a comparative analysis of three public Spanish universities: the University of La Laguna (ULL), the University of Extremadura (UEx), and the University of Valladolid (UVa). The aim was to understand how the university community experienced the transition from a traditional educational model to digital or hybrid modalities during and after the period of emergency remote teaching. The three institutions quickly implemented online strategies and subsequently moved to hybrid formats. Despite initial difficulties, there was a clear increase in the use of digital technologies and virtual environments. However, the research also revealed differing perceptions regarding the depth and permanence of these educational changes. The findings enabled the formulation of recommendations to support the digital transformation of university degree programmes, highlighting the importance of institutional policies focused on faculty training, equitable access to technological resources, and strong engagement in the provision of hybrid or fully online learning options.
Díaz et al. (2025) studied this question.