<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2244-761X</journal-id>
<journal-title><![CDATA[Revista Digital de Postgrado]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Digit. Postgr.]]></abbrev-journal-title>
<issn>2244-761X</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Medicina - Universidad Central de Venezuela, Caracas, Venezuela]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2244-761X2025000300201</article-id>
<article-id pub-id-type="doi">10.37910/rdp.2025.14.3.e430</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias docentes innovadoras para el desarrollo de competencias profesionales en entornos virtuales universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Innovative teaching strategies for the development of professional competencies in virtual university environments]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vildoso]]></surname>
<given-names><![CDATA[Jesahel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[A.]]></surname>
<given-names><![CDATA[Hernando Díaz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vildoso G.]]></surname>
<given-names><![CDATA[Virgilio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vildoso V.]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Argota P.]]></surname>
<given-names><![CDATA[George]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Jorge Basadre Grohmann  ]]></institution>
<addr-line><![CDATA[Tacna ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional Jorge Basadre Grohmann  ]]></institution>
<addr-line><![CDATA[Tacna ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,george.argota@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>14</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2244-761X2025000300201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2244-761X2025000300201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2244-761X2025000300201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Introducción: La educación superior peruana atraviesa una transformación marcada por los desafíos pedagógicos de la enseñanza virtual post-COVID-19, cuestionando la eficacia docente para asegurar competencias profesionales en los estudiantes universitarios. El objetivo fue determinar la relación entre las estrategias docentes universitarias y el desarrollo de competencias profesionales en entornos virtuales de aprendizaje.  Métodos: Se aplicó un enfoque cuantitativo, con diseño no experimental, transversal y correlacional. La muestra fueron 90 estudiantes del décimo ciclo, y 40 docentes de las Escuelas Profesionales de Educación y Educación Física, de la Universidad Nacional Mayor de San Marcos, Lima. Se empleó un cuestionario estructurado de 30 ítems, con validez de contenido y alta confiabilidad (&#945; &gt; 0,80). El análisis descriptivo se efectuó mediante porcentajes y el inferencial a través de la correlación de Pearson (p &lt; 0,05).  Resultados: Los estudiantes percibieron como &#8220;adecuadas&#8221; tanto las estrategias docentes (75 % en Educación y 65 % en Educación Física) como el logro de competencias profesionales (76 % y 88 %, respectivamente). Se identificaron correlaciones positivas y significativas entre estrategias pedagógicas y competencias: r = 0,704 (p = 0,001) en Educación y r = 0,645 (p = 0,002) en Educación Física. Se evidenció que métodos de enseñanza, herramientas y recursos digitales son factores clave para potenciar competencias en entornos virtuales.  Conclusiones: estrategias docentes virtuales impactan significativamente en el logro de competencias profesionales, lo que subraya la necesidad de fortalecer la formación docente en metodologías activas y uso pedagógico de las TIC.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Peruvian higher education is undergoing a transformation driven by the pedagogical challenges of post-COVID-19 virtual teaching, raising questions about faculty effectiveness in ensuring professional competencies among university students. The study aimed to determine the relationship between university teaching strategies and the development of professional competencies in virtual learning environments.  Methods: A quantitative, basic research approach was applied, using a non-experimental, cross-sectional, correlational design. The sample comprised 90 tenth-semester students and 40 faculty members from the Schools of Education and Physical Education at the Universidad Nacional Mayor de San Marcos, Lima, Peru. A structured 30-item questionnaire with content validity and high reliability (&#945; &gt; 0.80) was employed. Descriptive analyses were conducted using percentages, and inferential analyses were performed via Pearson correlation (p &lt; 0.05).  Results: Students perceived both teaching strategies (75% in Education and 65% in Physical Education) and the achievement of professional competencies (76% and 88%, respectively) as &#8220;adequate.&#8221; Positive and significant correlations were identified between pedagogical strategies and competencies: r = 0.704 (p = 0.001) in Education and r = 0.645 (p = 0.002) in Physical Education. Teaching methods, digital tools, and resources were evidenced as key factors to enhance competencies in virtual environments.  Conclusions: Virtual teaching strategies significantly impact the attainment of professional competencies, highlighting the need to strengthen faculty training in active methodologies and the pedagogical use of ICT.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Colaboración]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Tecnología]]></kwd>
<kwd lng="es"><![CDATA[Universidad]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Collaboration]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Technology]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
</kwd-group>
</article-meta>
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