The educational scenario of current university higher education is challenging. It is in this context that public universities have been experiencing changes of great importance in the educational system, moving from attendance to the new form of virtuality. This reality shows that universities are adopting the intensive use of digital tools by teachers and students. In the case of teachers, this process goes from planning to evaluating learning achievements; in the case of students, it allows active participation in the construction of learning. From this, it follows that disruptive innovation strategies based on the use of digital tools are of great relevance to developing learning. The application of disruptive strategies in university teaching as a paradigm from the perspective of the teacher in the teaching process is conceived with a critical view of innovative practices in the new context of virtuality, making use of digital tools and looking for new solutions. Pedagogical problems are reflected in teaching practices. The use of digital tools in the educational field allows the development of virtual meetings between teachers and students. Likewise, it facilitates a series of daily tasks because they can be simultaneously connected to various technological devices and access virtual platforms to present the sessions or topics to be discussed in a selected manner, schedule videoconferences, forums, tasks, surveys, digital whiteboards, assistance, and online evaluations. line, share a screen, schedule videos, and perform other tasks in a virtual environment that combines synchronous and asynchronous communication