The COVID-19 pandemic prompted students and other educational agents to suddenly switch from traditional and familiar formats to largely improvised distance learning formats. In this framework, the study presented explored the academic commitment linked to the adaptation process that students developed throughout the COVID-19 pandemic, in terms of cognitive, affective, behavioral and agentic resources that they deployed in the face of learning in virtual and unprecedented educational contexts. Methodologically, it was exploratory-descriptive of a qualitative nature to investigate, based on brief narratives requested from 61 university students from Argentina, about their perceptions of academic commitment linked to adaptability during the two years of virtual study -2020 and 2021-. The results show that students deploy an interesting variety of digital resources to adapt to new and uncer...

This article explores how engagement and agency emerge in higher education students through meaningful learning experiences. The study aims to understand, from students’ perspectives, which formative moments fostered these practices throughout their educational trajectories. Methodologically, it is a qualitative study based on narratives collected from 65 students attending higher education institutions in southern Córdoba, Argentina. The results are organized into three key categories: (1) situated and progressive moments of agency and engagement; (2) transformation of the learning environment through teacher and student action; and (3) perceived opportunities for action (affordances). The main findings suggest that engagement and agency are not fixed individual traits, but rather situated practices that arise within educational contexts offering meaningful pedagogical relationships,...

The research that is presented aimed to study the perceptions about the development of the agency of a group of university students, throughout an educational experience mediated by Information and Communication Technologies in the context of a teacher training program. The study was framed in an interpretative qualitative design, in which 44 subjects enrolled in various professorships of the UNRC, Argentina participated. For data collection, group interviews were used, analyzed with ATLAS.ti. The emerging categories account for an agency that is defined as interactive and contextual that is built, together with others, in the face of the challenges that arise in real and uncertain educational situations. Thus, experiences traversed by digital technologies allow students to display diverse actions and behaviors. The results allow us to rethink the educational practices that are framed wi...