A future for rural hybrid public university:Lessons from post-pandemic Panama

Abstract

Covid-19 forced Panamanian universities to shift to virtual education and simultaneously highlighted inherent inequities in the national system—notably that public institutions were not prepared in any way for this change. The situation was exacerbated as Panama’s stringent lockdowns officially closed public schools for two years. Despite the magnitude of this disruption, research on the outcomes is scarce, especially for rural areas of the country. This study conducted by the Center for Education Research and the University of Panama (UP) measured perceptions of 654 students and 75 professors and administrators in three major rural UP campuses regarding virtual education experiences, particularly in connection with the reincorporation of in-person learning.This mixed methods study involved a series of surveys and key informant interviews with purposive samples and questions on issues such as home conditions for participation in virtual education; infrastructure and device accessibility and reliability; available academic materials; training received for digital tool utilization; and levels of preparation achieved for reintegration of on-campus instruction. Survey results indicated general satisfaction with the improvised virtual learning, albeit with qualifications for inadequate infrastructure, device accessibility and training, as well as for stress management. The interviews reflected more nuanced dissatisfaction with student preparedness, especially for return to on-campus classes. The data generated documents current challenges in rural Panama for public university education and offers recommendations for the evolution of hybrid learning systems, which seem destined to be a reality for the foreseeable future in Panama and elsewhere, especially in developing regions.