Percepciones estudiantiles sobre la educación virtual implementada en el nivel secundario
Nancy Elizabeth Ayala-Chavez, Carlos Julio Lino-Garces, Flora Mirian Aracelly Zambrano-Zambrano, Leonardo Andres Gonzalez-Segovia
Abstract
This literature review addresses student perceptions of virtual education at the secondary level, a phenomenon intensified by the COVID-19 pandemic, which profoundly transformed school dynamics. Using a qualitative approach, 38 empirical studies and systematic reviews published between 2020 and 2024 were analyzed, extracted from databases such as Scopus, Web of Science, and ERIC. The results show ambivalent assessments: students recognize advantages such as flexibility and autonomy, but report significant impacts on social interaction, motivation, and sense of institutional belonging. Technological barriers, such as lack of devices and connectivity, together with low digital literacy among teachers and students, negatively affect the educational experience, especially in rural contexts. Emotional impacts such as isolation, demotivation, and academic stress are also identified. It is concluded that virtual education must go beyond technological access, promoting comprehensive strategies that strengthen digital inclusion, teacher training, socio-emotional support, and pedagogical quality.