Abstract

The pandemic, being contained and mitigated by distancing and confinement policies, limited the formation of human capital in the face-to-face classroom. Based on this assumption, the objective of this study was to observe the models of human capital formation in different scenarios in the COVID-19 era. A reflective effects meta-analysis was performed with a sample of abstracts published in the literature from 2020 to 2023, considering international databases and repositories. The heterogeneity hypothesis was contrasted, which is not rejected, but the extension of the study to other samples and risk propensity scenarios is recommended.