El teletrabajo como estrategia de empleo y productividad, adaptación y desafíos en colegios privados en el sur de Quito, periodo 2022-2024

Abstract

Teleworking emerged as a key strategy for maintaining educational and employment continuity in private schools in southern Quito, especially during the pandemic. Its implementation ensured teacher employment and optimized productivity through virtual platforms such as Zoom and Google Classroom. However, its adoption required rapid adaptation: training in digital tools, redesign of teaching methodologies, and adjustments to student assessment. Among the challenges are the socioeconomic gaps in the southern region, where limited access to the internet and devices affected educational equity. Furthermore, some teachers faced difficulties balancing work and personal loads, which generated stress. The lack of in-person interaction also impacted student motivation and administrative management, requiring greater investment in technological infrastructure. However, teleworking demonstrated benefits: reduced operating costs, flexible scheduling, and opportunities to innovate in hybrid teaching. Institutions that managed to overcome technical barriers reported improvements in efficiency and sustainability. In the future, a mixed model combining in-person and virtual learning is proposed, although it requires public policies to close digital gaps and ongoing teacher training. In conclusion, teleworking is consolidating as a viable alternative, but its success depends on institutional adaptability and equitable access to resources.