ABSTRACT
From a sociocultural and holistic view, it is analyzed how school and family factors influence the teaching-learning processes of Mexican university students during confinement due to pandemics. From a qualitative approach, a case study and focus groups were used. The results show that, in the school context, teachers have little preparation and show difficulties in managing electronic resources. Moreover, it was found that teacher's evaluation criteria do not take into account the social conditions related to the pandemics. Regarding the family factors, the economic conditions and the family and contextual environment of the students, such as the provision of a suitable place and environment, electronic resources and the quality of the internet, could be decisive during their education. Students in their reflections and discussions offer alternative solutions to problems that arise at school and at home as solution.