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The health context related to the COVID-19 virus has implied challenges for various areas in which the educational sphere stands out. Preventive measures of social distancing and quarantine have led to classes being given virtually (online), and in this scenario research is emerging that focuses on the educational challenges of teachers. The DIFPRORET project, educational difficulties, activities and challenges in confinement is applied to a sample of 200 teachers, with a qualitative method and methodological strategy of content analysis. The findings show the difficulty in the use of platforms, understanding of distance education, creative action and the generation gap with 64.26%. With this, a hierarchical map is expressed that gives account of three significant constructs: didactic operation, progressive learning and curricular innovation, which allows us to conclude that under these constructs translate the perceptions of teachers on educational challenges.
Keywords: Digital strategy, COVID-19.
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