LABORATORIOS VIRTUALES Y REMOTOS EN LA ENSEÑANZA DE LA QUÍMICA A DISTANCIA: RETOS, ESTRATEGIAS Y TENDENCIAS: UNA REVISIÓN SISTEMÁTICA DE LA LITERATURA

Abstract

This article aims to analyze, through a systematic literature review conducted according to the PRISMA protocol, the challenges, strategies, and trends related to the implementation of virtual and remote laboratories in Chemistry teaching. Laboratory experiments have always been a central pillar in this field, but the expansion of Distance Education (DE), intensified by global factors such as the COVID-19 pandemic and armed conflicts, has accelerated the adoption of these digital tools. Evidence indicates that such resources favor democratized access, cost reduction, experimental safety, and the promotion of student autonomy. However, significant limitations remain, such as the lack of sensory and hands-on experiences, socioeconomic inequalities, and deficiencies in technological infrastructure. Studies also indicate that active methodologies, gamification, and the integration of synchronous and asynchronous activities strengthen engagement and meaningful learning. Remote laboratories and take-home labs have proven effective in emergency contexts, while future prospects highlight the potential of artificial intelligence, augmented reality, and hybrid models. It is concluded that the consolidation of these environments requires continuous investments in digital infrastructure, teacher training and equity policies, in order to consolidate them as inclusive and permanent tools in Chemistry teaching.