Due to contact restrictions during the COVID-19 pandemic, many universities around the world had to adapt their teaching to online formats. The adoption of online teaching during the COVID-19 crisis caused numerous changes in higher education. The circumstances given in particular regions led to diverse forms of modifications. In this process, according to digital divide theory, greater inequalities may occur among students with different socioeconomic circumstances. This article presents insights into how students in Latin America perceived the occurring changes. By applying a qualitative methodology in four countries, we were able to show how the scarcity of resources affected the learning experience. Amongst others, the results show disparities among students due to difficulties with Internet connectivity and lack of access to digital devices. Different levels of technical and psychological requirements for online teaching were found among students from Chile, Mexico, Peru and Guatemala. Especially between students from urban and rural regions, differences in access to the Internet can be identified for Latin America.
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