Abstract:

University education is currently immersed in a continuous process of digital transformation which, far from being a recent phenomenon, has experienced a notable acceleration in recent years due to a combination of various instability factors. The SARS-CoV-2 pandemic marked a turning point, forcing universities to transform teaching and assessment methodologies regardless of their initial level of technological readiness. However, the growing dependence on virtual environments cannot be interpreted solely as an exceptional reaction to the health crisis. Currently, episodes of climatic instability (such as the DANA in the Levante region, the recent floods in Andalusia, or the "Filomena" storm, whose heavy snowfall paralyzed mobility and public transport in several cities) and social or labor unrest (transport strikes disconnecting peripheral areas or student mobilizations and sit-ins that hinder access to faculties) have resulted in the impossibility of physical access to university campuses and laboratories. This highlights the urgent need for resilient teaching models capable of guaranteeing academic continuity in contexts of recurring uncertainty.

This paper provides a case study analysis of the Degree in Archaeology at the University of Granada, a program particularly vulnerable to interruptions in face-to-face teaching due to its strong practical component, which includes fieldwork, site visits, the processing of archaeological materials, and laboratory analysis. Given this situation, there is a need to evaluate the extent to which institutional digital resources can not only mitigate the effects of disruption but also become structural tools that strengthen pedagogical sustainability.

This work analyzes the evolution of the use of digital platforms such as PRADO (the Moodle-based virtual environment of the University of Granada), alongside the synchronous tools of Google Suite UGR. Furthermore, the complementary role of external applications such as Quizizz or Kahoot in supporting teaching activities is examined. Methodologically, the study is based on questionnaires conducted with the faculty to evaluate their perceptions of online teaching and the feasibility of hybrid models that ensure students' educational continuity during periods of instability. The findings provide a comprehensive analysis of educational continuity strategies and identify key factors for the successful integration of these tools.

The questionnaire is structured around three levels of analysis:
(1) prior knowledge of available digital tools,
(2) degree of use and modes of integration into regular teaching, and
(3) adaptation, perceptions, and limitations in contexts of instability.
Overall, this study aims to evaluate responses based on knowledge, use, and adaptation to obtain an accurate diagnostic overview to foster greater educational resilience.

Keywords:

Faculty perception assessment, Digital Transformation, Archaeological e-learning, Digital Teaching Methodologies.