Critical Reading and Emergency Remote Education: A Discursive Textual Analysis of Research Articles

Between 2021 and 2023, emergency remote education had a significant impact on the development of critical reading skills among high school students in Latin America, with a particular focus on Ecuador. The objective was to analyze how this educational modality affected the acquisition of critical reading competencies and propose pedagogical strategies adapted to virtual environments. The methodology employed was a discursive textual analysis based on a qualitative bibliographic exploration and a hermeneutic study of 233 scientific articles retrieved from databases such as Scopus, Web of Science, and Google Scholar. The findings indicate that ERE had a significant impact on the development of critical reading, highlighting the need to adapt pedagogical strategies to digital platforms. Challenges were identified, including unequal access to technology and insufficient teacher training, which hindered the effective learning of critical skills. The conclusions emphasize the urgency of addressing inequalities in access to digital education and the need to develop new pedagogical strategies that foster critical reading practices in virtual environments. The importance of creating innovative and accessible teaching resources to improve reading comprehension and critical analysis in this new educational context is also highlighted.