Virtual education and technological teaching skills in the university context
Educación virtual y competencias tecnológicas docentes en el contexto universitario
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Education has experienced a rapid and challenging transition to virtual modalities, prompting teachers to acquire and apply digital tools to teach through institutional platforms. This constant adaptation and the need to stay updated have placed pressure on teaching, increasing workload, stress, and difficulties in transitioning from traditional pedagogical models to virtual environments. The aim of this article is to reflect on the shift to virtual education and the technological competencies that university instructors need to develop in response to new educational demands. A total of 37 publications were analyzed, addressing the new challenges in virtual education; teacher technological competencies; pedagogical challenges and opportunities for implementing ICT in teaching; technological training for teachers; and proposals to improve infrastructure and virtual learning environments. Emphasis is placed on the experience of a Colombian public university and its proposal to develop the technological competencies outlined by the Ministry of National Education (MEN). Weaknesses in the infrastructure for virtual education and teachers' technological skills are highlighted, but new possibilities for pedagogical innovation are also presented
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