Before COVID-19's breakthrough, the problem of gender gaps affecting Latin America in digital education and STEM (Science, Technology, Engineering, Mathematics) areas was already evident. The education sector adapted quickly to the shock caused by COVID-19 with differential effects depending on the level of skills and digital inclusion of teachers, students and parents.
The transformations in digital inclusion and technological endowment that governments in the region were carrying out a few decades ago (Martínez-Restrepo et al., 2018), have not been sufficient to face the changes forced by the health crisis caused by COVID-19.
This study seeks to determine whether the crisis may have contributed to the closing of these gaps or whether, on the contrary, it increased them. It also analyzes the approach of the interventions developed in Latin America in the context of the pandemic to identify whether they were adopted from a gender perspective.