El objetivo de este estudio es caracterizar el proceso educativo remoto en Chile durante la pandemia COVID-19 desde la experiencia de docentes y estudiantes. Se consideran aspectos teóricos sobre las mejores prácticas de educación remota, el género, y el área disciplinar. Se aplicaron dos instrumentos (en línea) de respuesta cerrada sobre la percepción de condiciones físicas-tecnológicas, competencias digitales, la relación profesor-estudiantes, el proceso de enseñanza y evaluación, y las emociones en educación remota en pandemia. La muestra está compuesta por un grupo de 1750 estudiantes y 654 profesores de 34 universidades chilenas. Los resultados dan cuenta de elementos transversales, con ciertas diferencias de acuerdo a niveles formativos, al género y al área disciplinar. Se concluye que existe la necesidad de formación pedagógica para docentes, la necesidad de más diálogo profesor-estudiante, y la mejora de las prácticas evaluativas que integran la retroalimentación, el trabajo colaborativo y la incorporación de estrategias de enseñanza diferentes a la educación presencial.

This systematic review identifies and develops competencies of the university teacher, highlighting qualities and attributes that contribute to the deep learning in the undergraduate student. The exhaustive search of articles was carried out through the triangulation of multiple sources, identifying 25 studies, 17 of which present a qualitative methodology and 8 correspond to reviews. As main findings, and supporting this proposal with a model of teacher competencies, transversal competences of a good teacher are established, which are the basis for a quality education in Higher Education; creativity and innovation in teaching, effective feedback as part of the evaluative process, communication and interaction skills, academic-professional ethics, curricular knowledge, continuous training and research. Finally, the good exercise of pedagogical practice in university teachers is highlighted – teachers who do not necessarily have pedagogical training-, but nevertheless substantially transcend the quality of teaching, the construction of greater spaces for innovation in teaching and its professionalization. Keywords: teaching skills, teaching strategies, teaching skills, higher education, systematic review.

COVID-19 forced a change in the usual face-to-face teaching–learning process to remote modalities in a matter of weeks. An abrupt change, within the context of uncertainty surrounding the pandemic, significantly increased the stress experienced by professors, students, and their families. Black screens were also a sign of anxiety in the face of new emergency didactic interaction. It has been documented that emotions influence learning; however, few studies have analyzed learning during a pandemic from a resilience approach. The perceptions of the teaching–learning process of 654 professors and 1540 students from 34 Chilean universities were analyzed. Emotions experienced in remote education during the pandemic were studied in relation to professor empathy, respect in the virtual classroom, student/professor technological resources, didactic strategies, student participation, group work, tutoring, perception of learning, assessment, and perception of demand. The results show a direct relationship between professor and student positive emotions and the quality of perceived pedagogical practice and interaction.

El principal objetivo de este estudio es describir una estrategia de evaluación auténtica como herramienta para evaluar el logro de competencias en la formación de psicólogos. Se realiza una evaluación de ciclo online en 14 estudiantes de una universidad chilena, usando un análisis de caso validado por jueces expertos. Los resultados muestran el logro de dos competencias, diagnóstico e intervención en psicología, con un mejor desempeño en la competencia de intervención. Los resultados del test de entrada y salida muestran que la mayoría (85.7%) de los estudiantes tenía expectativas favorables sobre su desempeño. Se sugiere que se deben reforzar contenidos asociados a la psicología del desarrollo, tales como el desarrollo cognitivo y afectivo. Se concluye que la carrera de psicología y las universidades deben avanzar en la evaluación de competencias por medio de evaluaciones auténticas, además del logro progresivo del perfil de egreso, a fin de asegurar la calidad en la enseñanza impartida.

This study examines the biases present in the use of artificial intelligence (AI), its specific characteristics, and the potential effects that this use may have on supporting assisted learning activities in contemporary university development. To do this, a documentary analysis method was used, resorting to magazines and studies specialized in the development of AI and its connection with current training challenges in higher education. Next, the study looks at how these biases affect training and explores ways to reduce them, so university students can better understand and use these tools in their learning. The results reveal different kinds of biases linked to using AI, mainly related to how the AI model is set up or trained, its quick responsiveness, and its tendency to reflect common values. These documented biases are still evolving, as are the training consequences, which mainly involve developing critical thinking, reproducing stereotypes, and promoting equity in education—key challenges for higher education. Finally, the training scope and the need to project the use of AI, which advances from a pedagogical resource to a didactic complement to the training processes at the university, are discussed, where teachers and students interact with it as a means rather than the ultimate goal of academic-professional training.

The twenty-first-century university faces unprecedented complexity, uncertainty, and diversity, driven by social, technological, and cultural transformations that demand the preparation of professionals capable of addressing both global and local challenges. This article examines how the integration of research on teaching and learning can serve as a strategic axis for higher education institutions to respond to these challenges. Adopting a conceptual and analytical approach, this study synthesizes evidence from the Scholarship of Teaching and Learning (SoTL) and the Science of Learning to explore their complementary roles in shaping effective pedagogical practices. The findings indicate that research-informed teaching strengthens reflective competencies, promotes pedagogical innovation, and supports teachers’ professional development, while also informing curriculum design and fostering inclusive, adaptive, and collaborative learning environments. For students, this integration leads to deep and meaningful learning, fostering critical thinking, collaboration, and self-regulation skills. The significance of these results lies in the fact that aligning evidence-based teaching and learning strategies with institutional goals enables the university to operate as a dynamic ecosystem where research informs practice and learning, in turn enriching inquiry. This approach safeguards against misinformation and shallow learning, prepares graduates to navigate complex professional and social realities, and positions the university as a resilient and socially relevant model.