Active methodologies and virtual platforms in higher education: a comparative qualitative study of student perceptions in Peru and Chile

Background The use of active methodologies in virtual environments has gained prominence in Latin American higher education, particularly following the expansion of remote learning. However, there is still limited comparative evidence on how students perceive their implementation in different contexts. Methods An exploratory qualitative study with a comparative focus was conducted. Fourteen first-year university students participated, seven from Peru and seven from Chile, selected through purposive sampling. Data collection was carried out via semi-structured interviews. The analysis was conducted using the Reflective Thematic Analysis approach, following the six phases proposed by Braun and Clarke. Results Four main themes were identified: (1) virtual platforms and ways of engaging with them, (2) perceived benefits of virtual learning, (3) challenges and tensions in the learning experience, and (4) students’ recommendations for improving technology-mediated teaching. Participants particularly valued flexibility, autonomy and permanent access to materials, especially when active methodologies such as the flipped classroom, gamification and collaborative work were integrated. However, they also highlighted limitations related to connectivity issues, gaps in digital skills and non-pedagogical uses of the platforms. Conclusions Active methodologies supported by virtual platforms can foster meaningful learning and student engagement, provided they are accompanied by adequate infrastructure, ongoing teacher training and institutional policies aimed at technological equity. The findings provide contextualized evidence for the design of active teaching strategies in Latin American higher education, beyond the context of emergency remote learning.