Introduction.

In response to the COVID-19 pandemic, educational systems suspended face-to-face classes in 2020.

Aim.

This review article aims to analyze the current state of research on the challenges and impact of basic and university education during the COVID-19 pandemic.

Methodology.

Thirteen articles published in 2020 were identified based on the following criteria: whether they identify educational challenges in the COVID-19 pandemic, whether the information contributes to the knowledge of the current state of research, and whether they allow for the achievement of the proposed objective. The analysis was based on the different educational actors and the government, the impact, and the challenges faced.

Results.

It was found that the impact was significant. For governments, the closure of schools increased inequalities. The student body had to adjust to new learning habits and take on the responsibility of directing their own learning. Teachers had to reorganize their work from face-to-face classes to virtual ones. Parents had to take on the role of mediator in their children’s learning. The challenges assumed were that governments seek to restart classes while caring for public health, students from home conduct their learning autonomously, teachers learn about ICTs and rethink their work, and parents support and motivate their children.

Conclusions.

The pandemic has generated challenges but also opportunities. Distance education will remain for times of crisis or disaster, but face-to-face education will still be necessary for the most vulnerable.