ABSTRACT
The COVID-19 pandemic has impacted virtually every sector of our society, including the educational arena. This article reports the experience of discrete-event simulation teaching as part of the industrial engineering curriculum of a higher education private institution in three time instances: the pre-pandemic period (2019), where teaching was in person;the main pandemic period (2020 and the first half of 2021), where teaching was 100% remote, and the hybrid pandemic period (2nd half of 2021). We conducted comparisons of the teaching process along these instances regarding several points, by performing both qualitative and quantitative analyses. This article concludes that, despite some pedagogical difficulties, it was possible to maintain high quality in the teaching-learning process, compatible with the pre-pandemic period. The article also makes a forecast of how the teaching process of this type of discipline will be in the near future, after having been influenced by the pandemic period. © 2022 IEEE.