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Download full textHenry Sevilla-Morales; Lindsay Chaves-Fernández – IAFOR Journal of Education, 2025
This phenomenological study sought to understand the lived experiences of socially disadvantaged students from the Universidad Nacional, Costa Rica, who faced digital inequality during emergency remote education amid the COVID-19 pandemic, as well as their challenges vis-à-vis the transition to in-person classes in 2022. Using a hermeneutic…
Descriptors: Foreign Countries, Equal Education, Access to Computers, Distance Education
