<?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>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982026000102031</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.19235879</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[METODOLOGÍAS ACTIVAS Y COMPETENCIAS DIGITALES DOCENTES EN AULAS VIRTUALES UNIVERSITARIAS: UNA REVISIÓN SISTEMÁTICA DE LA LITERATURA]]></article-title>
<article-title xml:lang="en"><![CDATA[ACTIVE METHODOLOGIES AND DIGITAL TEACHING COMPETENCIES IN UNIVERSITY VIRTUAL CLASSROOMS: A SYSTEMATIC LITERATURE REVIEW]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jara Torrejón]]></surname>
<given-names><![CDATA[Frederik Luis Eloy]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aceval Cienfuegos]]></surname>
<given-names><![CDATA[Himbler Jacyson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Samaniego Pimentel]]></surname>
<given-names><![CDATA[Eddie Misael]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ríos García]]></surname>
<given-names><![CDATA[Geaninne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Herminio Valdizán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Herminio Valdizán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Nacional Herminio Valdizán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional Herminio Valdizán  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>7</volume>
<numero>14</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982026000102031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982026000102031&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982026000102031&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La transformación digital de la educación superior (ES) ha impulsado cambios significativos en los procesos de enseñanza-aprendizaje, situando a las metodologías activas (MA) y a las competencias digitales (CD) docentes como elementos clave para garantizar experiencias educativas eficaces en entornos virtuales. En este contexto, comprender cómo se articulan estas dimensiones resulta fundamental para mejorar la calidad de la enseñanza universitaria mediada por tecnología. El objetivo de este artículo fue identificar las MA más frecuentemente implementadas en aulas virtuales universitarias y determinar qué CD específicas requieren los docentes para su aplicación efectiva. Para ello se desarrolló un artículo de revisión sistemática de la literatura siguiendo un proceso estructurado de búsqueda, selección y análisis de estudios científicos indexados en la base de datos Scopus. La información recopilada fue analizada mediante un proceso de categorización temática que permitió examinar las MA utilizadas, las CD docentes asociadas y los factores que influyen en su implementación. Los resultados evidenciaron una predominancia del aula invertida, el aprendizaje basado en proyectos, el aprendizaje colaborativo y la gamificación como estrategias pedagógicas recurrentes en entornos virtuales universitarios. Asimismo, se identificó que competencias como la alfabetización digital, el diseño de recursos educativos digitales y la gestión de plataformas virtuales resultan esenciales para su aplicación efectiva. En conclusión, el desarrollo de CD docentes constituye un factor determinante para la implementación exitosa de MA y para el fortalecimiento de la calidad del aprendizaje en la ES virtual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Metodologías activas]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales docentes]]></kwd>
<kwd lng="es"><![CDATA[educación superior virtual]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje colaborativo digital]]></kwd>
<kwd lng="es"><![CDATA[innovación pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Active learning methodologies]]></kwd>
<kwd lng="en"><![CDATA[digital teaching competencies]]></kwd>
<kwd lng="en"><![CDATA[online higher education]]></kwd>
<kwd lng="en"><![CDATA[digital collaborative learning]]></kwd>
<kwd lng="en"><![CDATA[pedagogical innovation]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación]]></source>
<year>2022</year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
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