<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672025000100168</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i30.2428</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis del impacto de la opción educativa virtual en la trayectoria escolar de estudiantes de nivel de educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of the Impact of the Virtual Educational Option on the Academic Trajectory of Higher Education Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise do impacto da opção de educação virtual na trajetória acadêmica de estudantes do ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ladrón de Guevara Smith]]></surname>
<given-names><![CDATA[Maridalia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>30</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672025000100168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672025000100168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672025000100168&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se evaluó el impacto de la educación virtual en la trayectoria académica de estudiantes de licenciatura de la Universidad Veracruzana, tras la adopción de entornos de aprendizaje en línea a raíz de la pandemia por COVID-19. El estudio analizó cómo esta modalidad influye en el rendimiento académico, la experiencia de aprendizaje y la percepción estudiantil respecto a su formación universitaria. Se utilizó un enfoque mixto que integra análisis cualitativo y cuantitativo, aplicando la prueba Chi cuadrada de Pearson. Los hallazgos muestran que la educación virtual ofrece flexibilidad y oportunidades de aprendizaje; sin embargo, presenta desafíos relacionados con las competencias digitales y autonomía del estudiante. Por consiguiente, requiere un compromiso continuo con la capacitación docente, a fin de asegurar que los profesores puedan guiar eficazmente a los estudiantes en entornos digitales. De igual modo, los resultados subrayan la necesidad urgente de que las instituciones educativas fortalezcan sus estrategias pedagógicas y tecnológicas para optimizar los beneficios de la virtualidad en la educación superior. Las implicaciones para los docentes y los responsables de las políticas educativas son claras y deben considerar tanto la formación tecnológica como la pedagógica como pilares fundamentales para mejorar la enseñanza virtual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The impact of virtual education on the academic trajectory of undergraduate students at the Universidad Veracruzana was evaluated following the adoption of online learning environments due to the COVID-19 pandemic. This study explored how this modality affects academic performance, learning experience, and students' perceptions of their education. Using a mixed-method approach, which integrates qualitative and quantitative analysis through Pearson's Chi-square test, it was observed that virtual education offers flexibility and learning opportunities, but also presents challenges in terms of digital skills and autonomy. This modality demands a continuous commitment to the training and professional development of teachers to ensure they can effectively guide students in digital environments. Additionally, the study's findings underscore the urgent need for educational institutions to strengthen their pedagogical and technological strategies to optimize the benefits of online learning in higher education. The implications for teachers and educational policymakers are clear and must consider both technological and pedagogical training as fundamental pillars to improve virtual teaching.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O impacto da educação virtual no desempenho acadêmico de alunos de graduação da Universidade de Veracruz foi avaliado após a adoção de ambientes de aprendizagem online após a pandemia de COVID-19. O estudo analisou como essa modalidade influencia o desempenho acadêmico, a experiência de aprendizagem e as percepções dos alunos sobre sua formação universitária. Foi utilizada uma abordagem mista que integra análise qualitativa e quantitativa, aplicando o teste qui-quadrado de Pearson. Os resultados mostram que a educação virtual oferece flexibilidade e oportunidades de aprendizagem; No entanto, apresenta desafios relacionados às habilidades digitais e à autonomia dos alunos. Portanto, é necessário um compromisso contínuo com a formação de professores para garantir que eles possam orientar efetivamente os alunos em ambientes digitais. Da mesma forma, os resultados ressaltam a necessidade urgente de as instituições educacionais fortalecerem suas estratégias pedagógicas e tecnológicas para otimizar os benefícios do aprendizado virtual no ensino superior. As implicações para professores e formuladores de políticas educacionais são claras, e eles devem considerar tanto a formação tecnológica quanto a pedagógica como pilares fundamentais para melhorar o aprendizado virtual.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación virtual]]></kwd>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[trayectoria académica]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="en"><![CDATA[Virtual education]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[academic trajectory]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="pt"><![CDATA[Educação virtual]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[carreira acadêmica]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[educação a distância]]></kwd>
</kwd-group>
</article-meta>
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