Alfonso José Fernández, Aura Elena Chirinos, María Eugenia Díaz de Montes de, Iraima Sofía Gutiérrez Mendoza, Nauddy Omar Lares Jiménez
This study promotes active methodological strategies and socioemotional competencies in the virtual training of the Agroecological Tourism subprogram at UNELLEZ, Barinas, Venezuela, addressing the imperative educational inclusion of remote rural communities. Through a qualitative-descriptive approach, the methodological path was based on the systematization of experiences under the phases of reconstruction, theorization, and transformation of praxis, employing the institutional instrument FVSC-002 to collect data from 150 participants. The main findings reveal that 47% of the enrolled students successfully completed the process, highlighting a female majority of 77% and optimal levels in environmental ethics and territorial diagnosis competencies. However, critical gaps in technological infrastructure were identified, which limited conflict resolution and emotional regulation. In conclusion, the synergy between active methodologies and socioemotional support guarantees meaningful learning capable of empowering rural students, positioning virtuality as a vital tool for sustainability and productive development in contemporary territories.