<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322025000100206</article-id>
<article-id pub-id-type="doi">10.22458/ie.v27i42.5206</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Opiniones de los profesores sobre la aplicación de la educación combinada durante la pandemia en Costa Rica]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; Views on the Implementation of Blended Education during the Pandemic in Costa Rica]]></article-title>
<article-title xml:lang="pt"><![CDATA[Opiniões dos Professores sobre a Implementação da Educação Mista durante a pandemia na Costa Rica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Elizondo-Mejías]]></surname>
<given-names><![CDATA[Jonathan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Estrada]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Hidalgo]]></surname>
<given-names><![CDATA[Estefanía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[San Carlos ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica  ]]></institution>
<addr-line><![CDATA[San Carlos ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>27</volume>
<numero>42</numero>
<fpage>206</fpage>
<lpage>218</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322025000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322025000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322025000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La pandemia del COVID-19 transformó cada sistema educativo alrededor del mundo. Casi un año después de que la pandemia golpeara Costa Rica y la educación pública presencial fuera sustituida por un modelo de educación a distancia, el Ministerio de Educación Pública decidió implementar un modelo de educación combinada para el 2021, usando clases remotas y presenciales en el que el estudiantado alternara la asistencia a la escuela. El estudio, llevado a cabo en la Dirección Regional de Educación Norte-Norte de Costa Rica; específicamente los cantones de Upala y Guatuso, tuvo como propósito describir las opiniones de seis docentes de inglés de primaria sobre la educación combinada profundizar en la comprensión de la mediación pedagógica y el entorno laboral durante la crisis sanitaria. Este estudio utilizó un enfoque de investigación cualitativa inductiva con un diseño de estudio de caso con datos obtenidos y triangulados mediante entrevistas, recolección de documentos y foto elicitación; el análisis de los datos se llevó a cabo mediante el software ATLAS.ti. A pesar de una implementación teórica de dos modalidades combinadas, los docentes experimentaron múltiples modalidades debido a la asistencia irregular a las clases presenciales y virtuales, la poca conectividad a internet y la decisión de las familias a no enviar a sus hijos a la escuela. También, la gestión educativa y escolar jugaron un rol fundamental en la mediación pedagógica y en la percepción de descontextualización y sobrecarga laboral.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The COVID-19 pandemic reshaped every educational system worldwide. Almost a year after the pandemic hit Costa Rica obliging classes at public schools to be substituted by a distance education model, the Ministry of Public Education decided to implement a blended-learning model in 2021 which involved both face-to-face and remote teaching, with students alternating school attendance. This study, carried out in the Norte-Norte Educational Directorate in Costa Rica; specifically, the counties of Upala and Guatuso, had the main purpose of describing the perceptions of six primary English teachers regarding the blended model to arrive at a better understanding of the pedagogical methods these employed and the professional context they experienced during the COVID-19 public health crisis. This study used an inductive qualitative approach and implemented a descriptive case-study design in which data were obtained and triangulated via interviews, document gathering, and photo elicitation. Analysis of the data was then carried out using ATLAS.ti software. Despite the supposed implementation of two combined modalities, teachers experienced multiple modalities due to students&#8217; irregular attendance of both face-toface and online classes, lack of internet connectivity, and parents&#8217; fears impacting their decisions regarding sending their children to school. Additionally, education authorities and school management played key roles with regard to the pedagogical methods employed and the perception of decontextualization and work overload.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A pandemia da COVID-19 transformou todos os sistemas educativos em todo o mundo. Quase um ano depois que a pandemia atingiu a Costa Rica e a educação pública presencial foi substituída por um modelo de educação a distância, o Ministério da Educação Pública decidiu implementar um modelo de educação combinada para 2021, utilizando aulas remotas e presenciais em que o estudantado alternasse a frequência na escola. O estudo, realizado na Direção Regional de Educação Norte-Norte da Costa Rica; especificamente os cantões de Upala e Guatuso, teve o objetivo de descrever as opiniões de seis professores de inglês de primária sobre a educação combinada para aprofundar a compreensão da mediação pedagógica e do ambiente de trabalho durante a crise sanitária. Este estudo utilizou uma abordagem de pesquisa qualitativa indutiva com design de estudo de caso com dados obtidos e triangulados por meio de entrevistas, coleta de documentos e foto-elicitação; a análise dos dados foi realizada no software ATLAS. ti. Apesar da implementação teórica de duas modalidades combinadas, os professores experimentaram múltiplas modalidades devido à frequência irregular às aulas presenciais e virtuais, à má conectividade à Internet e à decisão das famílias de não enviarem os seus filhos à escola. Além disso, a gestão educativa e escolar teve papel fundamental na mediação pedagógica e na percepção da descontextualização e da sobrecarga de trabalho.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[blended learning]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[foreign language teaching]]></kwd>
<kwd lng="en"><![CDATA[pandemics]]></kwd>
<kwd lng="en"><![CDATA[teacher&#8217;s perspectives]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje semipresencial]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[perspectiva docente]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem híbrida]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
<kwd lng="pt"><![CDATA[ensino de línguas estrangeiras]]></kwd>
<kwd lng="pt"><![CDATA[pandemia]]></kwd>
<kwd lng="pt"><![CDATA[perspectiva docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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