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The exercise of leadership in the educational area and its diverse forms of being reflected in practice continue to arouse interest at the time of designing and developing research that reveals the characteristics that a leader must have in order to be considered a competent university leader, that is, a college student who carries out activities and a leadership position on his or her campus. In this sense, the present work aims to analyze the profile of the student leader to generate an explanatory model, being answered by means of a series of questions. Next, a cross-sectional study of university students at the University of Santo Tomás is carried out, obtaining statistical-descriptive data that indicate the mean scores in relation to each of the dimensions of the sociodemographic factors of this research. In addition, gender and age are identified as study factors that coincide with other research, as well as the qualities, expectations and formation of the student leader. In the present study, female gender is significant in relation to leadership practice, and age does not show significant differences between the groups. Finally, it is concluded by determining as key the role of students who exercise leadership in the University. In addition, it should be noted that the present research is derived from the Doctoral Thesis entitled: “Student leadership at the University Santo Tomás de Bucaramanga: Pedagogical proposal”, defended at the University of Granada, Spain. Funded by Proyecto de investigación, Colombia. Code: 2008/12058.

The period of pandemic caused by the arrival of COVID-19 had a series of repercussions at the personal, social, cultural and educational levels. The confinement declared by government agencies caused a shift from face-to-face to virtual learning, which led to certain adaptations and the use of digital tools in order to carry out the teaching-learning process. This technological proliferation became a challenge for the educational community and for the development of pedagogical and inclusive models that could ensure pedagogical continuity. Therefore, the aim of this paper was to analyse the scientific production on active and innovative methodologies that were used during the COVID-19 pandemic period and their effect on the personal, academic and social performance of Higher Education students in the Spanish context. A systematic review of the scientific literature was carried out in accordance with the criteria established in the PRISMA declaration. Among the results obtained, flipped learning stands out as the most used methodology, which increases motivation among other aspects. In terms of knowledge areas, Social Sciences prevails. Finally, it should be noted that the use of active and innovative methodologies improves performance at academic, personal and social levels.

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