The distance modality exponentially accelerated the use of technological tools in times of pandemic. In this context, educational institutions at all levels implemented actions to strengthen teaching work through training. The present study was carried out in the University of Sciences and Humanities considering the distance teaching process that is based on three dimensions: teaching strategy, resources and pedagogical materials, and evaluation. The study objective to analyze the distance learning process in its 3 dimensions to propose solutions in virtual teaching. The applied methodology was of a mixed approach; that is, qualitative through focus group and quantitative through student survey. The student population of 159 and a sample of 113 with a confidence level of 95% and margin of error 5%.The result obtained in the focus group shows that teachers have difficulties in the application of teaching strategies in the virtual modality evidenced in the management of digital tools, elaboration of rubrics to evaluate learning, and in the use of resources and pedagogical materials. This is complemented with surveys that show partial acceptance of teaching work in the distance modality; that is, the teaching strategy has an average of 3,76 and standard deviation (S.D) ,63 and 58,41% agrees with the teacher's teaching strategy; likewise, the pedagogical resources and materials dimension was obtained an average of 3,72 and S.D ,74 and agrees 51,33%.Also in the evaluation, an average of 3,76 and S.D ,72 were obtained with a 55,75% according to the way the teacher evaluates.The research work serves as input for future curricular designs in the distance modality.

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This research work analyzes the relationship between stress and academic performance of engineering students at the University of Sciences and Humanities, in Peru, in the context of the pandemic. During this period, classes at the university were held virtually; and the difficulties that students present to carry out their classes were identified, such as lack of connectivity, family and financial problems and anxiety. The objective of the research is to analyze the relationship between stress and academic performance of engineering students. The work is part of a mixed approach, and data collection was carried out through interviews and surveys of engineering students based on the two variables identified: stress and academic performance. It began with a descriptive analysis, then moving on to inferential analysis to perform the hypothesis test. The SPSS was used for the reliability analysis using Cronbach's alpha with 0.84 as a result and validation by expert judgment with 84.5% acceptance. It was obtained as a result that between the Stress variable based on its three dimensions and academic performance there is not relationship since it was obtained that its P-value is greater than 0,05; it is concluded that stress is not only academic but also should consider others as labor, social. In addition, the positive stress that drives academic performance emerged. The beneficiaries with the research are students, and the university. It is concluded that there is no relationship between stress and academic performance.