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Objective. To understand the experiences of university students in the family and educational context from the tensions, changes and opportunities that were experienced during the confinement by COVID-19 in order to reflect on the experiences that families and educational institutions assumed since the pandemic started. Methodology. The methodology focuses on the research question How to understand the experiences of university students during the confinement by Covid-19 from the tensions, changes and opportunities that families and educational institutions experienced? with a qualitative design, including elements of grounded theory under the interpretive-hermeneutic paradigm, with categorical, open, axial and selective analysis to generate knowledge on this subject, through 4 phases. The instrument was a survey designed and applied online to 584 undergraduate and active university students in the academic period 2020-2 from 5 universities in the Caribbean Region in Colombia, from an emic position (voices of the students) and with analysis of categories with the support of the DATAVIV application and from ethical-legal considerations using a Google Forms format. Results. the confinement affected the family and education contexts. The experiences manifested in a trend of negative emotions in the categories "Generates stress", "Difficult adaptation to virtuality" and "Technical difficulties" complemented with emotions classified as positive such as the categories "Support for emotional stability" or "Study is a positive motivating factor". The level of stress that was generated in women was higher (76.1%) than in men (40%), which reflects a gender inequality related to the burden on the female role with domestic tasks and childcare. Conclusions. Family and education are sensitive to crisis situations and social and cultural changes, being scenarios of containment and emotional coping which require reflection around the historical moments of the 21st century. It is also important to highlight the affectation detected by women and their relationship with the assigned roles that allow this circumstance. [ABSTRACT FROM AUTHOR]