Global climate is changing rapidly, and it is not clear if agricultural producers in developing countries will be able to adapt fast enough in order to mitigate its negative effects. In order to be willing to take adaptation measures, farmers need to perceive that the climate is changing or could change, and they need to attribute enough weight to this perception to take action. During the last two decades, the literature that examines farmers’ perception of climate change has gained ground, but it is still scant. This is particularly true for Latin America, which is highly vulnerable to climate change. Based on a review of original research articles published between 2000 and 2020, this article presents the status of knowledge about the topic in the region to identify research gaps and inform future research. The review found that the available research has been based mostly on qualitative analyses of case studies for a few countries. More research that identifies causal relationships is necessary. Data from surveys that are representative at the national or subnational levels, as well as longitudinal data, will be very helpful to better understand farmer’s perceptions. Finally, the use of field experiments and choice experiments can complement the use of observational data.

The COVID-19 pandemic has further highlighted the deep digital divide in Mexico and the enormous challenge faced by its education system in continuing to educate the country's students while under confinement. The objective of this article was to examine the determinants of internet acces s, use and productive uses for school-age children in households of different socioeconomic levels. The Heckman selection model was estimated based on data taken from the Encuesta Nacional sobre Disponibilidad y Uso de Tecnologías de la Información en los Hogares (ENDUTIH or National Survey on the Availability and Use of Information Technologies in the Household) 2018. The results obtained show that the probability of having children internet accessing and usage patterns (homework, courses, and blogs) depends on level of schooling, economic status, digital skills, and place of residence, as well as the presence of electronic devices and infomediaries in the household. These findings suggest the urgent need to redesign current ICT policy with a long-term integrated vision that guarantees access to ICTs and their productive use for students immersed in an ecosystem of educational innovation for the XXI century.

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