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In this study, the aim was to determine the influence of virtual environments on the teaching-learning process in environmental education at the higher education level. The sample population consisted of 50 students from three groups at UDELAS Azuero, who included environmental education in their academic curriculum. This was conducted through a four-week workshop seminar that addressed topics related to environmental education, which could help mitigate climate change and its effects on societies. A mixed methodology was used, which included exploratory research analyzing both qualitative and quantitative aspects of the sample, obtaining statistical data from the strategies implemented in this research.
The integration of environmental education into Virtual Learning Environments (VLE) at the higher education level was developed, and it was observed how it facilitated the development of skills, knowledge, values, and environmental practices, as well as the students' ability to be resilient and adapt to climate change. The impact of Environmental Education in VLE was evident, demonstrating that 92.5% of students understood the importance of Environmental Education. Additionally, 100% of students identified climate change as a real problem, and 92.5% recognized that both individual and collective efforts were required to mitigate it and adapt to confront it.
