Abstract:

This study conducts a comprehensive assessment of the academic impact of the COVID-19 pandemic on the University of the Basque Country (EHU-UPV) from 2018 to 2022. It examines the disruption caused by the pandemic to face-to-face education, analyzing dimensions such as student performance, progression rates, and educational outcomes, and assesses the transition challenges from in-person to remote learning and back.

Employing a mixed-methods approach, the research combines quantitative data—graduation rates, grade point averages, and course completion rates—analyzed across pre-pandemic and pandemic periods, with qualitative data collected through interviews and surveys from students, faculty, and staff. This methodology provides insights into the direct impacts of the pandemic on the academic community and how adaptations to remote learning were managed.

The findings indicate a notable initial decline in student performance and progression rates following the onset of remote learning, with subsequent improvements as the university enhanced its online education capabilities and support systems. Qualitatively, the main challenges included maintaining motivation, access to resources, and effective communication.

The study also explores the university's response to the pandemic, highlighting the development of online learning resources, curriculum adjustments, and expanded support services. It concludes with recommendations for improving educational resilience and continuity to better handle future disruptions, ensuring sustained educational quality under adverse conditions. This research underscores the critical importance of adaptability and support in maintaining academic integrity during crises.

Keywords:

COVID-19, face-to-face education, academic disruption.