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This article addresses the situation of students in the current crisis about coronavirus pandemic, in which they have had to migrate from face-to-face academic processes to virtual or assisted academic processes from digital approach. In this sense, the study explores a series of variables on the new ways of developing the teaching-learning process and identifies the pedagogical, methodological, digital and infrastructure gaps that limit the academic process under the new conditions. In the same way, a comparison is carried out with engineering students, identifying their specificities according to the general characteristics. The research ends with a discussion about the role of technology in engineering education.

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The study reviews the conditions in terms of policy, capabilities, results and new technologies that mark the development path of science, technology and innovation (STI) from a global perspective, for the construction of a regional trend scenario based in knowledge management. The global, national and regional policy framework presents a sustainable development approach in what STI is support for the solution of environmental, social and economic problems. Regional scientific and technological capacities are in development with important bets towards the formation of human talent, high-impact scientific publication and innovation management, especially business; resulting in a growing behavior of the STI indicators with important challenges for their consolidation, including effective articulation with the business and social sector, the reduction of digital gaps, as well as the strengthening of infrastructure and specialization for use of new technologies that are key in the development of high-level STI such as artificial intelligence, quantum computing, extended realities and distributed registration. This scenario marks a favorable trend for the construction of scientific and technological regional bases, which guides the development of knowledge-based social and economic structures.

En esta investigación se expresa una visión en torno a la cualificación de los profesores para afrontar el enfoque de formación que emergió a partir de la situación de emergencia sanitaria declarada en el año 2020 en América Latina. Presentaremos una descripción de variables influyentes y de discursos profesorales relacionados con la cualificación de los docentes universitarios, que va desde la fortaleza que ha representado para algunos profesores hasta las situaciones que deben mejorarse para articularse adecuadamente con las competencias digitales necesarias. Surge la necesidad de incorporar caminos permanentes de cualificación digital como medio que permita contribuir al mejoramiento del proceso de enseñanza-aprendizaje. Nuestro objetivo es profundizar las condiciones sobre las cuales se han desarrollado los procesos de enseñanza-aprendizaje en el marco de la emergencia sanitaria, para identificar los aspectos de contexto de América Latina, así como las principales brechas existentes para coadyuvar a la identificación de caminos de mejoramiento a nivel estratégico, táctico y operativo.