Abstract:

In all countries of the world, the educational process propounds challenges and responsibilities for institutions dedicated to teaching, however, this process deals with a greater challenge with the appearance of COVID-19.
In Mexico, from February 2020, educational institutions of all levels have remained closed due to the contingency for this terrible disease. Teachers have had to change their face-to-face classes for distance learning, while students have stayed home doing school activities and assessments.
This situation has also been a constant for higher education institutions throughout this period, academics have faced this challenge by modifying, in an obligatory way, the paradigms that had been shaped in the educational field -mainly in a campus-based system- to teach online or virtual classes.
On the other hand, for the students, the process they have faced has not been easy either, they have had to face their own and various problems, a situation that leads them to analyze the conditions in which they receive knowledge through a distance learning.

Objective:
The objective of this work is to analyze the perspectives of students in relation to their teaching-learning process and its impact on school trajectories, when they were affected by a change from face-to-face to distance learning, showing the results of opinion of students who study their professional training in a public institution of public higher education at the economic-administrative academic area, in the Bachelor's degrees in Management and Business Direction and Accounting, in relation to their preferences in terms of modality, the advantages and disadvantages of online or virtual education, school trajectories and the various aspects related to the subject.

Development:
For the development of this work, it has been proposed to know the impact of the COVID-19 pandemic perceived by university students from the economic-administrative area, who are studying Management and Business Direction and Accounting at a public HEI. The problem is approached methodologically as an exploratory investigation, with a quantitative approach of non-experimental and cross-sectional design. Regarding its scope, it is initially descriptive, since it only seeks to specify characteristics and conditions about the students' perspective in relation to the impact that the pandemic has caused in their educational process and in their school trajectory.

Conclusion:
As a result of this work, it is observed that this change in modality has not altered their preferences for face-to-face education.
The above mentioned can be explained because the main disadvantages that were analyzed are related to an increase in school activities, given that at the beginning of this contingency, academics received recommendations to cover the days of absence, with the expectation that they could return to school. classes in a short period of time, without, at that moment, having any idea that this was not going to be possible, even in two or more semesters.
Another element that prevailed was the students' lack of an adequate internet connection, for different reasons (place of residence, economic condition of the family).
A factor that was observed from the case study is the lack of opportunity to clarify doubts on the part of the academics and the difficulty in solving activities.
Nevertheless the above, some favorable aspects were also observed, the saving of time to travel to the educational institution, as well as economic situations related to the reduction of transportation and food expenses. Finally, there is also a favorable result in the aspect of school trajectories.

Keywords:

Educational process, challenge, COVID19, face-to-face classes, distance learning.