Undoubtedly, during these modern times, the flexibilization of the creative matrix of the technological system has created a series of future challenges that are constantly updated throughout the planet; These are the same challenges that are installed within the university teaching style, the results of which are obviously divided according to the particular circumstances of each secondary or higher education agency. In this sense, the opportunity cost of each student should be placed in the focus of reflection as a quality that must be treated with supreme caution due to the optimal and severe consequences that it can originate in their existential journey. 

In this sense, this conceptual tool of an economic nature can be very efficiently adapted to the pedagogical systemic scaffolding that these times of digitality and pandemic demand inelastically. Well, the rationalization of academic times will probably be adjusted to the plexus of possibilities of action that result as a product of the increase or decrease in the level of opportunity cost in the individual private sphere of each student. However, it is not necessary to ignore that the results of the creative dichotomies of the technological spheres generally flatten the curve of the opportunity cost, facilitating the daily amplification of the temporary resource, and therefore offering a happy and terrible sense in their university course. 

In the same vein, temporary resources can make their growth more flexible to the point of optimizing the reduction of temporary losses in the academic dimension. distance education. Well, despite holding down that advantage, said temporary resource can be devalued to such an extent that it is symbolized in a clear loss. 

Therefore, it must be an urgent duty of the teaching staff to gestate in competition with cognitive conditions that allow students to mold their rational faculty to exercise it together with the knowledge of their experience to pour them into the appropriate epistemological regions. I particularly think that said regions can be classified in three ways: the spiritual region of reason within the plane of consciousness or spirit (a), the spiritual region outside of reason but within the plane of consciousness (b) and the region epistemological of the ontological materiality of human knowledge (c). 

It should be mentioned that the three types of epistemological regions do not operate autonomously, but are constantly conjugated to each other to produce a certain type of human knowledge. However, the core point of our concerns should revolve around which type of conjugations are more necessary than others to further reduce the new opportunity costs and maximize the benefits during the instrumentalization of the temporary resources that were ceded by the assistance of the technological revolutions to our system of life in university education. 

For these simple reasons, it is necessary to mention the following: '' the key reason to maximize these benefits is to always take into account during conjugation the important variable '' c '' in our lives. Well, if unfortunately we accept the challenge of only combining the first two variables in our lives, our knowledge will not be able to walk in reality to satisfy its demands. Furthermore, it is precisely in the spiritual region of the ontological materiality of human knowledge where the knowledge proper to the first two reaches its determining condition of validity or falsehood. Well, the last reason for that determination corresponds exclusively to the variable '' c '' and not to the first two. 

The most curious thing is that at this point it must be admitted that the last variable is in a permanent transfiguration that will influence the result of its conjugation with any of the two variables in a dialectical way to such an extent that it will probably offer different results if they are placed. in different temporal and spatial scales in our digital university life or outside of it. However, it is also necessary to clarify that even if there are those transfigurations determined by the spatial and temporal laws in the academic life or not of those students who are receiving online classes from universities, institutes or other institutional agencies of a scientific nature or cultural, there will always be the possibility of reducing the regrets of ending up recognizing digital knowledge "as a dead letter" with this method.

Finally, it remains to be asserted that reducing the opportunity cost and maximizing benefits and resources at the academic level is probably the most difficult challenge that we have to overcome, since since before the pandemic, they have often not been defeated. fully. 
                                                                                     September 7, 2020   Cañete.Lima.Perú.