Gestión de la Educación a Distancia en la Educación Permanente de Jóvenes y Adultos [EPJA]: un análisis jurisdiccional de las dimensiones institucional, pedagógica y técnica

This article analyzes the management of distance education (DE) in the context of continuing education for youth and adults (EPJA), exploring its institutional, pedagogical, and technical dimensions. Through an approach that compares empirical data, obtained from a jurisdictional survey with federal regulations and analyzes them through the lens of contemporary theoretical frameworks, the study examines how provinces operationalize the principles of flexibility and modularity. The results reveal significant heterogeneity in the implementation of teaching roles, technological supports, and assessment criteria. It is concluded that the quality of this modality depends on comprehensive management that ensures coherence between organizational and instructional decisions, thereby guaranteeing the continuity of participants' educational trajectories, through the pedagogical option of distance education, which is mediated and hosted in virtual learning environments (VLEs), designed specifically for the particular needs of adult learners.