Abstract

This study seeks to describe the attitudes and perceptions of university students and professors about anxiety and depression in virtual teaching environments in times of pandemic. A quantitative questionnaire is applied to a non-probabilistic sample of students and university professors from El Salvador. An exploratory factor analysis is performed and statistically significant differences are examined. The results show that there are differences according to role and dependency at the university. There are no significant differences between virtual environments. It is observed that university policies, strategies, and actions must consider the sociodemographic characteristics of students and professors in order to guarantee a comprehensive and effective approach to anxiety and depression conditions among the academic community. It is concluded that anxiety and depression issues expressed by students and professors involved in virtual education during the COVID-19 pandemic are not significantly correlated to virtual environments. © (2024), (Centro de Informacion Tecnologica). All Rights Reserved.