The pandemic impacted knowledge management through anti-COVID-19 policies of social distancing and confinement. Educational systems went from the face-to-face classroom to the virtual classroom through the self-management of content according to technology, devices and platforms. The objective of this work was to explore the dimensions of knowledge management in the context of the health crisis. A psychometric, exploratory, correlational, and cross-sectional study was carried out with a sample of 100 students selected based on their computer skills, informational entrepreneurship, and academic innovation at a university in central Mexico. The results indicate the non-rejection of the null hypothesis regarding the differences between the theoretical structure of three dimensions with respect to the observed empirical structure. In relation to anti-pandemic policies, risk prevention and the promotion of self-management of knowledge are recommended as an extensive factor of the proposed model.