Introduction

Interest in studying the impact of the COVID-19 pandemic has gradually emerged from the health sector, but also from political, economic, cultural, ecological, and educational perspectives, among others. Impacts that continue to be recognized for the influence of the pandemic in transforming the daily lives of people and the territories they inhabit.

The concept of “post-pandemic as defined by COVID-19” can refer to the period following the acute phase of the pandemic, as well as allude to significant changes in the experiences and lessons learned during the pandemic.

Meanwhile, Stiglitz [1] addresses the "concept of post-pandemic reconstruction" as the process of rebuilding and recovering from the consequences of the pandemic, as it has highlighted disparities in work organization and regional inequalities [2], which may include changes in the way we work, interact, and address issues related to education, health, and ecology, among others.

Moreover, the post-pandemic period has been understood as an event that has changed the course of people’s lives and, consequently, has a direct impact on education, especially higher education, as it faces challenges in managing it from a comprehensive perspective [3]. In this regard, UNESCO [4] has shown that public policies and strategies are still inadequate and partial and require an intersectoral and multi-actor approach.

In the field of education, the impending triggered by the COVID-19 pandemic brough about sudden changes in learning styles and environments, affecting pedagogical practices for both students and teachers. The rapid transition from face-to-face to virtual education during periods of isolation, often referred to as "emergency education" [5], presented numerous challenges. These challenges included emotional adjustments, cognitive demands, exhaustion, strained student-teacher relationships, difficulties in organizing independent work and maintaining focus, and exacerbation of inequalities due to limited access to technology or digital divides [5]. At the same time, new family roles have emerged to support students academically at home, physical spaces have been adapted for home-based learning, and teacher expectations and workloads have increased.

From a higher education perspective, the impact periods of confinement on the return to face-to-face attendance is becoming increasingly clear. This generation of students "face unprecedented challenges in adapting to university life" [6], while for professors, it means new ways of adapting and understanding the realities imposed by virtual education. This includes understanding students’ behaviors and attitudes, which require new modes of interpretation that can directly or indirectly affect post-pandemic face-to-face learning environments.

Reflective, analytical, and descriptive research on the impact of the pandemic has permeated various social, economic, health, and technological contexts. In higher education, studies have focused on mental health issues, behavioral concerns, students well-being, and perspectives on holistic student development [7]. In addition, some authors have examined the technological adaptations made by educators, including the implementation of new instructional strategies that utilize technology. Recommendations have been for pedagogical and curricular adaptations in higher education that address theoretical, practical, and professional components [8].

This research poses new challenges regarding the impact of pedagogical models, the interpretation of student engagement in post-pandemic times, their interactions with peers and instructors, their independent study habits, and consequently, the reflection on teaching methodologies, learning environments, and their influence on institutional or governmental policies [8].

Although learning environments are intentional spaces designed to support the acquisition of competencies or learning outcomes, they are more than just physical and pedagogical domains [9]. These environments are influenced by relational and affective factors [10] such as trust, motivation, efficacy, well-being, and participation. Therefore, it is crucial to consider how the effects of virtual education are reflected or interpreted in post-pandemic face-to-face learning environments.

It is also important to examine how learners’ behaviors are interpreted in these settings and how these behaviors [11], along with decision-making processes, shape the learning environments [12]. This includes aspects such as program design, definition of learning strategies, teacher assessment methods, as well as students’ engagement, organization of independent work, interaction with peers, and contribution to class participation.

A preliminary search was conducted in the Dimensions and Redalyc databases, revealing a limited number of studies pertaining to the return to face-to-face teaching. The majority of these studies are articles indexed in education journals and categorized under the following themes: Education, educational systems, curriculum, pedagogy, educational policy, and health sciences.

In addition, validation was performed in the JBI database of evidence-based review Practical Evidence (Ovid) and PROSPERO databases using specific search criteria. However, the results yielded a minimal number of published studies as of June 15, 2024.

Methods

This scoping review will be conducted according to the JBI methodology for scoping reviews [13] and will follow the Preferred Reporting Items for Systematic Review and Meta-Analysis extension for Scoping Review (PRISMA-ScR) guidelines. This scoping review is registered in the Open Science Framework (https://doi.org/10.17605/OSF.IO/6P9QB)

Discussion

The data from this scoping review are expected to guide research on the impact of face-to-face learning environments on undergraduate students during the pandemic, providing relevant information for policymakers and higher education institutions in general. This includes understanding and adapting students and faculty and providing opportunities for scholarly research in this area.

The evaluation of the documents to be reviewed will be carried out without language restrictions. This will allow a closer approximation of the evidence and a diversification of sources.

Supporting information

Acknowledgments

To Dr. Andrés Isaza Restrepo, Professor of the School of Medicine and Health Sciences of the University, for acting as overall reviewers of the text of this protocol.