Communicational assertiveness in academic processes allows higher education institutions to respond in a pertinent way with social responsibility in changing environments and scenarios with academic and scientific projects and links with society that contribute to improving the quality of life of the population. The objective of the research was to determine the incidence of assertive communication in academic processes in times of pandemic, specifically it was sought to analyze, identify and establish, techniques, learning climate and its applicability in virtual environments, through assertive communication channels articulate essential activities. The methodology used was quantitative, non-experimental descriptive design, it consisted of applying Likert scale surveys to a sample of 285 teachers, 371 students, 236 administrative personnel and an assertiveness test applied to academic coordinators ; Among its main results there is evidence of a fragile communicational assertiveness between teachers and students in online classrooms, with special attention to elements such as the use of language, handling of expressions, thoughts, feelings and emotions. It is concluded that Universities should continue to promote with holistic humanistic pedagogy, the same one that has given the transforming and non-dominating meaning to education, consequently it is necessary to promote training programs for the development of teaching skills in virtual learning through the use of assertive techniques for teaching, with emphasis on the generation of two-way teacher-student dialogues with critical thinking in the search for the truth.

Communicational assertiveness in academic processes allows higher education institutions to respond in a pertinent way with social responsibility in changing environments and scenarios with academic and scientific projects and links with society that contribute to improving the quality of life of the population. The objective of the research was to determine the incidence of assertive communication in academic processes in times of pandemic, specifically it was sought to analyze, identify and establish, techniques, learning climate and its applicability in virtual environments, through assertive communication channels articulate essential activities. The methodology used was quantitative, non-experimental descriptive design, it consisted of applying Likert scale surveys to a sample of 285 teachers, 371 students, 236 administrative personnel and an assertiveness test applied to academic coordinators; Among its main results there is evidence of a fragile communicational assertiveness between teachers and students in online classrooms, with special attention to elements such as the use of language, handling of expressions, thoughts, feelings and emotions. It is concluded that Universities should continue to promote with holistic humanistic pedagogy, the same one that has given the transforming and non-dominating meaning to education, consequently it is necessary to promote training programs for the development of teaching skills in virtual learning through the use of assertive techniques for teaching, with emphasis on the generation of two-way teacher-student dialogues with critical thinking in the search for the truth.

Communicational assertiveness in academic processes allows higher education institutions to respond in a pertinent way with social responsibility in changing environments and scenarios with academic and scientific projects and links with society that contribute to improving the quality of life of the population. The objective of the research was to determine the incidence of assertive communication in academic processes in times of pandemic, specifically it was sought to analyze, identify and establish, techniques, learning climate and its applicability in virtual environments, through assertive communication channels articulate essential activities. The methodology used was quantitative, non-experimental descriptive design, it consisted of applying Likert scale surveys to a sample of 285 teachers, 371 students, 236 administrative personnel and an assertiveness test applied to academic coordinators; Among its main results there is evidence of a fragile communicational assertiveness between teachers and students in online classrooms, with special attention to elements such as the use of language, handling of expressions, thoughts, feelings and emotions. It is concluded that Universities should continue to promote with holistic humanistic pedagogy, the same one that has given the transforming and non-dominating meaning to education, consequently it is necessary to promote training programs for the development of teaching skills in virtual learning through the use of assertive techniques for teaching, with emphasis on the generation of two-way teacher-student dialogues with critical thinking in the search for the truth.

يسمح الحزم التواصلي في العمليات الأكاديمية لمؤسسات التعليم العالي بالاستجابة بطريقة ذات صلة بالمسؤولية الاجتماعية في البيئات والسيناريوهات المتغيرة مع المشاريع الأكاديمية والعلمية والروابط مع المجتمع التي تساهم في تحسين نوعية حياة السكان. كان الهدف من البحث هو تحديد مدى حدوث التواصل الحازم في العمليات الأكاديمية في أوقات الوباء، وعلى وجه التحديد تم السعي إلى تحليل وتحديد وإنشاء التقنيات ومناخ التعلم وقابليته للتطبيق في البيئات الافتراضية، من خلال قنوات الاتصال الحازمة التي توضح الأنشطة الأساسية. كانت المنهجية المستخدمة هي التصميم الوصفي الكمي غير التجريبي، وتألفت من تطبيق استطلاعات مقياس ليكرت على عينة من 285 معلمًا و 371 طالبًا و 236 موظفًا إداريًا واختبار الحزم المطبق على المنسقين الأكاديميين ؛ ومن بين نتائجه الرئيسية هناك دليل على وجود حزم تواصلي هش بين المعلمين والطلاب في الفصول الدراسية عبر الإنترنت، مع إيلاء اهتمام خاص لعناصر مثل استخدام اللغة والتعامل مع التعبيرات والأفكار والمشاعر والعواطف. وخلص إلى أن الجامعات يجب أن تستمر في الترويج من خلال طرق التدريس الإنسانية الشاملة، وهي نفس الطريقة التي أعطت المعنى التحويلي وغير المسيطر للتعليم، وبالتالي من الضروري تعزيز البرامج التدريبية لتطوير مهارات التدريس في التعلم الافتراضي من خلال استخدام تقنيات حازمة للتدريس، مع التركيز على توليد حوارات ثنائية الاتجاه بين المعلم والطالب مع التفكير النقدي في البحث عن الحقيقة.