Triggered by the spread of the Coronavirus and the lockdown of universities in spring 2020, universities were required to provide infrastructure for digital teaching within a very short time. Further, all university members needed to develop knowledge and skills for teaching online. This paper presents data from the cross-cultural CRTS-Study (Coronavirus-Related Teaching Situation Study), which compares the experiences, attitudes and needs of university teachers in Germany and Argentina during the first lockdown in the context of the Coronavirus pandemic. The study has been carried out in spring 2020 as a cross-sectional online survey study with university teachers in Germany and Argentina (N = 728). The overall picture reveals a mostly successful implementation of online teaching for university teachers in both countries, with Argentinian university teachers reporting a slightly more positive perspective and slightly higher self-efficacy beliefs in online teaching when compared with the German colleagues. The results of regression analysis hint at the relevance of prior personal experience and institutional support for self-efficacy beliefs in online teaching for both samples. In conclusion, individual experience and training as well as supportive institutional conditions seem to be relevant for the development of digital teaching at universities in both countries.

The context of COVID-19 has deeply penetrated various aspects of university life such as academic and administrative management; teaching practices and learning have been challenged, shaken and, in some way, transformed. This arti-cle will describe an ongoing study of trends in relation to the inclusion of tech-nologies; the representations about online teaching itself, before and during the COVID-19 emergency, and also a projection into the post-COVID and the impli-cations for student’s achievements before and during the emergency. A compari-son will be made between the data obtained from these two Argentinean universi-ties and the information published by the IAU Global Survey Report [1] in order to develop a broader map about the challenges ahead for Higher Education (HE). Besides, the article will include some inquiries about whether post-pandemic ped-agogical practices will change according to teachers' own views. Based on the re-sults of the survey, we have delved into a qualitative study that focuses on chang-es in teaching and assessment practices in HE that allow us to extract from the voices of practicing professors with many years of experience, possible scenarios that account for transformations in teaching practices and ways of learning for the next few years. The empirical statistical survey carried out on more than 400 pro-fessors and the in-depth qualitative study offer results that are enlightening to re-view, in addition, management, training and relationship decisions with the stu-dent body for the coming years