ICT and digitization are transforming higher education, but one aspect that has been little addressed is student academic stress in this context. The objective of this research was to explore the relationship between teaching practices and academic stress in virtual learning environments. A quantitative study based on structural equation modeling was conducted using 6605 students from a public university in Lima. Two scales were applied and validated to assess specific dimensions of teaching practices and levels of academic stress. The scales demonstrated robust psychometric properties. Exploratory and confirmatory factor analysis allowed the identification of key underlying factors and the validation of the proposed theoretical model. Findings reveal indirect negative influences between teaching practices and academic stress. External factors like overload, distractions, and technological issues disrupt teacher interaction, collaboration, and learning processes. Model fit indices confirm its robustness, emphasizing the need to optimize resources and improve virtual education environments. ICT in education enhances accessibility and personalization but demands addressing academic stress and optimizing virtual learning environments. Future research is called for to delve deeper into the integration of emerging technologies, particularly artificial intelligence and virtual reality, as well as mindfulness, digital skills, and mobile self-efficacy, to comprehensively address stress and student well-being.

El estudio tuvo como objetivo determinar la validez de constructo de la escala de aprendizaje metarregulado (AMR) en estudiantes universitarios. Se desarrolló con 430 estudiantes universitarios en educación virtual de Lima, utilizando los paquetes estadísticos SPSS v26, AMOS v24 y el R-Project v.1.2, y aportando evidencia psicométrica del proceso de validación. Se realizó análisis factorial exploratorio y confirmatorio; el análisis de fiabilidad y validez de constructo final se realizó a partir del cálculo de las medidas del alfa de Cronbach, coeficiente Omega y coeficiente Theta. Los resultados constatan la estructura original de cinco factores, aunque con menos elementos que la versión primaria; finalmente se obtiene un instrumento de 20 ítems que comprende 5 dimensiones calificadas; el mismo se ofrece a la comunidad científica y educativa con el ánimo de contribuir a entender mejor el aprendizaje de los estudiantes universitarios, dinamizado desde procesos de colaboración, metarreflexión, metacognición, autorregulación y cognición.

Students' deep reflection in their learning process is fundamental; however, there are still not enough advances on how teachers can promote this process in virtual and hybrid environments. The aim of the study was to design and validate the scale of teaching management of meta-regulated learning in ICT-mediated learning contexts. The sample consisted of 244 university teachers from Lima-Peru, and the statistical packages SPSS v26, AMOS v24 and R-Project v.1.2 were used. The reliability and validity analysis of the final construct was carried out by calculating Cronbach's alpha, the Omega coefficient, and the Theta coefficient. The results confirm that the original five-factor structure was re-signified into four final factors (teaching management of self-regulation, teaching management of meta-reflection, teaching management of collaboration and teaching management of metacognition). It is, therefore, a valid instrument because it captures specific teaching skills for the management of meta-regulated learning in students. It provides important information to teachers to implement preventive and intervention actions to improve students' intention to learn, as well as to evaluate their own teaching, considering that more research is needed to examine how students perceive various components in the process of learning to learn.