Digital teaching in virtual learning environments: The experience in the SUAyED UNAM

The Open University and Distance Education System (SUAyED) of the National Autonomous University of Mexico (UNAM) is a public educational modality that serves more than 40,000 students with the support of nearly 3,000 faculty members. After the pandemic, this system underwent significant changes. Within this framework, Virtual Learning Environments (VLEs), particularly the Moodle platform, have become central spaces for organizing content, applying active methodologies, and carrying out evaluation processes. The main objective is to understand teachers’ perceptions, practices, and challenges in the use of digital platforms, with an emphasis on Moodle, as well as to identify the competencies required to strengthen teaching in these modalities. The methodology is based on a qualitative approach grounded in virtual ethnography, employing Padlet, open-ended interviews, and documentary analysis of the platform to explore interactions, resources, teaching strategies, and evaluation mechanisms. The results show that teachers value the heterogeneity of their students and highlight strengths such as innovation, technological proficiency, and empathy. However, limitations were found in the use of advanced Moodle tools and in the full integration of active methodologies such as gamification or the flipped classroom. In addition, an emerging and reflective use of generative artificial intelligence was identified, perceived as pedagogical support but raising ethical and formative challenges. It is concluded that the consolidation of digital teaching within SUAyED requires continuous faculty training, clear pedagogical criteria, and institutional policies that promote the responsible use of technology and AI, always placing the student at the center of the educational process.