Models of Future Teachers’ Adaptation to New Post-Pandemic Digital Educational Scenarios

Abstract

The aim of this study was to determine the post-pandemic learning adaptation scenarios from the perspective of university students from the Faculty of Education Science of the University of Seville (Spain) as a function of the competencies identified in the context of digital transformation. This was a non-experimental, descriptive study that used a short version of the Scale of Attitudes on the Perceptions of Future Teachers toward the New Post-pandemic Educational Scenarios (SANPES). The sample consisted of 972 students of the University of Seville (Spain) (72% women, 28% men), registered in the academic year 2021–2022. A cluster analysis was performed, using a hierarchical procedure (dendrogram), followed by a non-hierarchical procedure (k-means algorithm). The results show significant differences in the responses of the university students. Conclusions: progressive models or scenarios of adaptation to post-pandemic learning based on some student competencies, such as motivation, collaboration, self-learning and digital methodology: (a) initial adaptation model, (b) moderate adaptation model, and (c) advanced adaptation model.