Calidad del servicio y las competencias docentes en carreras virtuales. Una revisión sistemática
DOI:
https://doi.org/10.26820/reciamuc/9.(4).diciembre.2025.17-32Palabras clave:
Calidad del servicio educativo, Competencias docentes, Educación virtual, Satisfacción estudiantil, Efectividad pedagógicaResumen
El presente estudio de revisión sistemática, desarrollado bajo el protocolo PRISMA, analizó la relación entre la calidad del servicio educativo y las competencias docentes en carreras virtuales, considerando estudios publicados entre 2020 y 2025. Los resultados muestran que la calidad del servicio en entornos virtuales depende de la integración equilibrada de competencias digitales, pedagógicas, comunicativas y socioemocionales, así como del respaldo institucional a la formación y acompañamiento docente. Se identificó que las instituciones que fortalecen las competencias profesionales del profesorado logran una mayor satisfacción estudiantil, experiencias formativas más significativas y una gestión educativa digital más eficiente. Además, se evidenció que la calidad del servicio no se limita al uso de tecnologías, sino que está determinada por la capacidad del docente para diseñar estrategias innovadoras, generar interacción efectiva y promover el aprendizaje autónomo. No obstante, la literatura revisada revela vacíos importantes, como la escasez de estudios empíricos que integren simultáneamente la calidad del servicio y las competencias docentes, la falta de instrumentos validados y la limitada evidencia en contextos latinoamericanos. En conclusión, la revisión reafirma que la excelencia en la educación virtual se sustenta en la profesionalización docente y en la articulación entre la gestión institucional, la tecnología y la pedagogía. Se propone fortalecer la formación continua y desarrollar modelos de evaluación integrados que midan de forma conjunta la calidad del servicio y las competencias docentes en la educación superior virtual.
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