Powering through the darkness: load shedding in Ecuador and its multidimensional effects on higher education

Purpose This study analyzes the impact of load shedding on academic performance based on a representative sample of students from a public university who attended either face-to-face classes or courses delivered through an e-learning strategy. Design/methodology/approach The methodology combined Exploratory Factor Analysis (EFA) and Structural Equation Model (SEM) with adjustment for ordinal scales. Findings The results show a negative relationship between load shedding and academic performance, especially among university students with a lower socioeconomic level and women. It is concluded that load shedding is associated with educational gaps, particularly in highly vulnerable contexts such as Ecuador. This study proposes strengthening educational resilience through academic flexibility, sustainable infrastructure, and support for the most affected groups. Originality/value This paper contributes to the limited empirical research that captures the multidimensional effects of lack of electricity on students' academic achievement, particularly in the context of both face-to-face and online modalities.