Document Type


Publication Date




Since 2015 I have been talking about an imminent Global Pedagogical Blackout (GPB) as part of a transitional frame between the Third and Fourth Industrial Revolution (Bonilla-Molina 2016, 2017). The Global Pedagogical Blackout was progressively realized with (a) the de-pedagogization of the reality of education; (b) the construction of an evaluative culture (PISA,Footnote 1 PIAAC,Footnote 2 LLECEFootnote 3-UNESCO tests, TIMMS,Footnote 4 assessments of the national institutes for the assessment of educational quality, among others) justified by notions of quality and relevance; (c) the construction of a paradigm based on the ‘crisis of the education system,’ (d) educational divestment, especially in terms of technological updating (Internet, hardware, software), which was turning public schools and universities into museums of the past; (e) the discursive hegemony of the educational quality of Sustainable Development Goal Number 4Footnote 5 in public policies linked to education, in contrast to (f) an outdated curriculum paired to an updated model of content unable to keep up with the accelerating innovation; and (g) the impetus for a conversion of the teaching profession into curricular administration.

Following Covid-19 lockdowns and transitions to online education, the Global Pedagogical Blackout is now more clearly evidenced as a consequence of the transformation of the capitalist mode of production through the acceleration of scientific-technological innovation (Bonilla-Molina 2020a, b, c, d). The preventive quarantine has been used to enhance the construction of hegemony upon a new model of education, virtual education at home (Bonilla-Molina 2020e, f), which is already in proposal by the Inter-American Development Bank (IDB), World Bank, Organization for Economic Development (OECD), and the US Trump administration."


This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Postdigital Science and Education, volume 2, in 2020 following peer review. The final publication may differ and is available at Springer via

A free-to-read copy of the final published article is available here.

This scholarship is part of the Chapman University COVID-19 Archives.


This article was written for Postdigital Science and Education in May 2020. The first draft of the article, written in Spanish language, was published as a blog post (Bonilla-Molina 2020k). The draft was translated by Jorge F. Rodriguez, reviewed, and extensively edited in collaboration between the author, the translator, and the PDSE editorial team.

Postdigital Science and Education extends special thanks to Jorge F. Rodriguez, who quickly and masterfully translated the article, thus allowing the journal to offer a truly global perspective on the Covid-19 pandemic.

Peer Reviewed






To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.