Transforming University Learning: Virtual Innovation to Enhance Key Academic Competencies

The digital transformation of higher education has driven the adoption of innovativemethodologies such as MOOCs, adaptive learning, and virtual environments aimed atenhancing the learning experience across Latin America, albeit with significantdisparities among institutions and countries. This study evaluated the impact of virtualinnovation strategies on the development of key academic competencies —digital,pedagogical, research-related, and disciplinary—among lecturers and students frompublic and private universities in Ecuador and Peru. A mixed-methods approach wasemployed, combining semi-structured interviews with structured surveys administeredto a purposive sample of 100 participants per country. Thematic and statistical analysesconfirmed that virtual innovation significantly enhances digital and pedagogicalcompetencies, especially in private universities, whereas research competenciesremain underdeveloped in both contexts. Gaps were also identified relating to institutiontype and the availability of ongoing training and technological resources. Qualitativefindings highlighted innovative practices driven by autonomy in the use of ICT and virtualcollaboration, aligning with constructivist and connectivist theoretical frameworks. Inconclusion, virtual educational innovation represents a valuable opportunity tostrengthen essential academic competencies; however, addressing structuralinequalities and investing more heavily in teacher training is crucial to maximising itsimpact. This study provides empirical evidence to inform educational policy tailored toregional realities, fostering a more inclusive and technologically advanced highereducation system in Latin America.