ABSTRACT
The return to the face-to-face modality in higher education, after the virtuality that, without other alternatives, was imposed by the Covid-19 pandemic last year, has been the subject of multiple investigations. The emotional state of higher-level students, in the transition from virtual to face-to-face teaching, after the pandemic crisis, has had an impact on the teaching-learning process where student resilience has been vital in this process. In this context, the climate present in organizations must be proactive to favor the control of possible risks inherent in the teaching-learning process in all its magnitude in a way that guarantees the well-being of teachers and students with satisfactory results, preparing them at all stages: before, during and after these extreme events occurred. The purpose of this work is to assess the resilience of Psychology students at the Technical University of Babahoyo, Ecuador, upon returning to teaching in the face-to-face modality. A descriptive-non-experimental study was carried out with a mixed research approach, in which quantitative and qualitative methods are systematically integrated. The Connor-Davidson Resilience Scale (CD-RISC10) was applied to a sample of 182 students. The results made it possible to determine the emotional state of the students in terms of their resilience when returning to the face-to-face modality, after the context of absolute virtuality imposed by the pandemic. It is revealed that these students are resilient, with a slight difference in favor of the female gender.