Revisiting Emergency Remote Teaching in Higher Education: The Case of Uruguay’s University of the Republic

Abstract

The COVID-19 pandemic forced higher education institutions worldwide to rapidly transition to emergency remote teaching, exposing both structural vulnerabilities and institutional capacities for adaptation. This study examines the case of Uruguay’s University of the Republic, the country’s largest public and open-access university, through a document-based case study approach. Drawing on institutional reports, survey data, and secondary literature, the analysis explores how educational continuity was maintained during the initial phase of the pandemic and how pre-existing conditions shaped the university’s response. The findings show that Udelar’s democratic governance structure, extensive digital infrastructure, and prior experience with virtual learning environments enabled a rapid and large-scale transition to remote teaching. At the same time, the study identifies significant limitations in the pedagogical use of digital technologies, highlighting a gap between technological capacity and instructional transformation. Faculty members faced increased workloads and limited training opportunities, while students experienced challenges related to engagement, interaction, and well-being, particularly among vulnerable groups. By situating these developments within the broader context of Latin American higher education, this paper contributes to ongoing discussions on the tension between structural conditions and  pedagogical transformation.