Economic Impact of Digital Connectivity on Students and Faculty During the Pandemic: A Case Study at the Universidad de Guadalajara
Abstract
The COVID–19 pandemic forced Mexican universities to adopt remote and hybrid educational models, increasing reliance on digital connectivity as a basic condition for academic continuity. This shift brought economic and psychosocial challenges, accentuated by structural inequalities. This study determined the economic impact of intensive digital connection among undergraduate students and faculty members at the University of Guadalajara during the period 2020–2022, considering increased expenses related to services, equipment, and health associated with digital connectivity. A quantitative, non-experimental, descriptive design was used, applying an online questionnaire to 437 participants (73,5 % were students and 26,5 % were faculty members). Descriptive and inferential statistics were applied, including binary logistic regression to estimate predictors of increased expenditures. Results show a 35 % increase in electricity and internet bills, with additional monthly expenses averaging $250 and $200 (Mexican pesos), respectively. Moreover, 65 % purchased computing equipment, with an average cost of $6,000 per unit, and 45 % reported monthly medical expenses averaging $1,200 related to visual fatigue, stress, and anxiety. Electricity consumption and being female were significant predictors of increased service-related expenses. In conclusion, remote education transferred substantial economic costs to university households, with differentiated effects by gender. These findings highlight the need for institutional and public policies that reduce the economic burden of digital education, promote technological equity, and support the physical and mental well-being of academic communities in hybrid learning environments.
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References
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