Resumen

JARA TORREJON, Frederik Luis Eloy; ACEVAL CIENFUEGOS, Himbler Jacyson; SAMANIEGO PIMENTEL, Eddie Misael  y  RIOS GARCIA, Geaninne. ACTIVE METHODOLOGIES AND DIGITAL TEACHING COMPETENCIES IN UNIVERSITY VIRTUAL CLASSROOMS: A SYSTEMATIC LITERATURE REVIEW. Aula Virtual [online]. 2026, vol.7, n.14, e704.  Epub 01-Abr-2026. ISSN 2665-0398.  https://doi.org/10.5281/zenodo.19235879.

The digital transformation of higher education (HE) has driven significant changes in teaching and learning processes, positioning active learning methodologies (ALs) and teachers' digital competencies (DCs) as key elements for ensuring effective educational experiences in virtual environments. In this context, understanding how these dimensions are articulated is fundamental to improving the quality of technology-mediated university teaching. The objective of this article was to identify the ALs most frequently implemented in university virtual classrooms and to determine which specific DCs teachers require for their effective application. To this end, a systematic literature review was conducted following a structured process of searching, selecting, and analyzing scientific studies indexed in the Scopus database. The collected information was analyzed through a thematic categorization process that allowed for the examination of the ALs used, the associated teachers' DCs, and the factors that influence their implementation. The results showed a predominance of the flipped classroom, project-based learning, collaborative learning, and gamification as recurring pedagogical strategies in university virtual environments. Furthermore, it was identified that skills such as digital literacy, the design of digital educational resources, and the management of virtual platforms are essential for its effective application. In conclusion, the development of digital teaching competencies is a determining factor for the successful implementation of digital learning methodologies and for strengthening the quality of learning in online higher education.

Palabras clave : Active learning methodologies; digital teaching competencies; online higher education; digital collaborative learning; pedagogical innovation.

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