## 4 Discussion  
This research focused on the analysis of three dimensions that are present in any practice of school culture (material-economic, discursive, and political agreements), which were changed in the context of the confinement caused by the pandemic in the context of digital technologies for education. Additionally, it characterized the educational practices that were executed by the university community of the Universidad Autonoma Metropolitana, Cuajimalpa Campus, in Mexico City. This research evidenced that professors, students, and managers transformed their educational practices to incorporate technological platforms, new ways of virtual interaction and community formation, and means to achieve learning objectives with the use of multiple tools. As identified by [PERSON] and [PERSON] [6], the profile of the university has changed as it now needs to incorporate innovative processes and competencies to apply its substantive functions. Furthermore, educational practices during the pandemic have shaped a new way to carry out education and plan educational policies from the needs of the community of the UAM, Cuajimalpa Campus. This finding is supported by [PERSON], who establishes the new paradigms and functions that the university must consider in this new era: formats of studying (on-site/off-site), teacher preparedness to use technologies in class, university infrastructure, and the student profile [12]. As stated by [PERSON] [4], information and communication technologies can help to improve the development of the educational process with the use of new platforms. Nevertheless, the case of the public university in Mexico also needs to consider the heterogeneous condition of its population, as it comes from multiple socio-economic settings, and the digital divide is a present problem. Thus, public policy in Mexico must be shaped to help the national educational system to be flexible towards the multiple changes that are present in the contemporary period, as stated by [PERSON] [13]. The collaboration among multiple members of the society is key to make these transformations relevant for the whole community. Drawing from the theoretical background of [PERSON] et al. [14], we found that the material-economic dimension was the one that changed the most. Despite the pandemic, school culture at UAM-C developed in the digital technology space, mostly through the internet. This was possible by the actions of diverse school actors. The administration provided both professors and students with the necessary resources to sustain educational interactions and lent computers, blackboards, and software licenses so that professors and students could continue their work. Professors designed their courses according to their technological and pedagogical competencies. The pedagogical intervention of some professors was reduced to an exchange of materials via email, while for other professors, the design consisted of the formal creation of a virtual classroom with materials, debates, and activities and complimented their teaching practice through Zoom sessions. This diversity of designs and technological resources resulted in advantages and disadvantages in relation to student learning, as stated by the educational agents. Even though some students had connectivity resources, these were not optimal, as some pointed out constant connection failure and lack of specific software for certain courses. On the same hand,there was a constant complaint about the approach to practical learning content (mockups, handling of lights and camera, use of radio booths, workshops, etc. ), subjects that were difficult to develop at the virtual level, and whose teaching is still pending. The discursive dimension was negatively affected. Although the educational actors stated that communication was possible despite the technological inconveniences, the students stated that their doubts were not fully resolved, and above all, there was a complaint about the lack of feedback on the written assignments.