Virtual education and teaching strategies: Critical deepening from Action Research

The digital transformation of higher education has introduced unprecedented challenges and opportunities for didactic innovation and educational research. This article offers a critical and systematic exploration of the relevance and effectiveness of action research as a methodology for developing didactic strategies in university online environments. From a constructivist and systemic perspective, it analyzes the theoretical foundations of meaningful learning, educational technology integration, and the mediating role of teachers in the digital era. The text reviews methodological evolution toward iterative cycles, the use of automated records, digital artifacts, and data triangulation for continuous improvement, highlighting the value of student participation and knowledge democratization. Innovative teaching strategies are identified—such as microforums, collaborative mind maps, problem-based projects, and gamification—evaluating their impact on participation, autonomy, and motivation. Additionally, it addresses challenges of equity, teacher training, and inclusion, proposing ethical principles and rigorous criteria for educational research in virtuality. Finally, trends are discussed for consolidating a transformative, inclusive, and 21st century competency-aligned virtual education.