## 5 Conclusions  
In summary, the study explored the relationship between virtual teaching practice and students' academic stress, identifying that there is no significant relationship between these latent variables globally, but there are indirect effects in specific dimensions. Among the main findings, it is highlighted that factors such as academic overload, environmental distractions, and problems with digital resources negatively affect aspects of teaching practice such as interaction with students and the use of media. These results underscore the importance of designing adaptive pedagogical strategies that reduce sources of stress and optimize learning dynamics in virtual environments. Furthermore, this study confirms that key components of teaching practice, such as interaction and support, are fundamental to promoting deep learning and reducing academic stress. Among the main limitations of the study is its cross-sectional design, which prevents the establishment of causal relationships between the variables analyzed. In addition, the context restricted to the virtual environment limits the generalization of the findings to other educational scenarios, such as face-to-face or hybrid modalities. Another relevant aspect is the lack of analysis on how teachers adjust their pedagogical strategies according to the feedback received, an element that has been pointed out as essential in the specialized literature. Likewise, although key dimensions of academic stress were identified, this study did not consider mediating or moderating variables, such as coping strategies or social support, which could offer a more complete view of the dynamics studied. As for future perspectives, it is proposed that longitudinal research should be developed, permitting us to better understand how the relationships between teaching practice and academic stress evolve. It would also be valuable to replicate this study at different educational levels and in various cultural contexts to evaluate the applicability of the results in other scenarios. On the other hand, it is recommended that mediating and moderating variables should be incorporated, such as students' level of digital competencies, coping strategies, and social support, to obtain a more holistic understanding. Finally, it is suggested that intervention programs should be designed and implemented with a focus on reducing environmental distractions, balancing academic demands, and optimizing the use of digital resources, to improve both student well-being and the effectiveness of teaching practice in virtual environments. Reliability and validity analyses confirmed that the instruments are consistent and adequate to assess these practices and the constructs of this study, offering the scientific and educational community two robust scales for Teaching Practice in virtual environ ments, which are broken down into the following dimensions: Teacher Interaction, Media Communication, Student Collaboration, Teaching Process, Teacher Support, and for Student Academic Stress, structured in the following dimensions: Student Overload, Student Interaction, Digital Resources, and Environmental Distractions. This study addressed three key research questions to advance the understanding of the relationship between digital teaching practices and academic stress in virtual environments. 1. What are the psychometric properties (construct validity and internal reliability) of the Teaching Practices Scale in Virtual Education (TPSVE), and how suitable is its structure for evaluating teaching practices in virtual education? The TPSVE demonstrated strong psychometric properties, with a Cronbach's alpha of 0.889, indicating high internal reliability. Construct validity was confirmed through exploratory and confirmatory factor analyses, identifying key dimensions such as teacher interaction, technology-mediated communication, and the teaching process.