Digital transformation has become fundamental to improving the competitiveness of microenterprises worldwide, and Huancayo, Peru is no exception. By adopting digital technologies, microenterprises can improve their operational efficiency, expand their market reach and enhance their abilities to make informed decisions. They have therefore found innovative ways to adapt to changing market conditions, such as incorporating information technologies, online sales, use of social networks and home delivery. Despite this, many microenterprises struggle to survive due to lack of access to financing and adequate government support. This study aimed to analyze how individual, group and organizational factors influence the digital transformation of microenterprises and its impact on their competitiveness. The research was carried out in a sample of 80 multi-sector microenterprises, using a non-probabilistic and cross-sectional research design of a quali-quantitative and explanatory nature, using SEM-PLS. The results of the study indicate a positive relationship between individual, group and organizational factors and digital transformation, as well as with the competitiveness of microenterprises. The coefficients of determination (R2) obtained were 0.8897 and 0.7931 for digital transformation and competitiveness, respectively, indicating a predictive ability in both cases. These findings are of great use to policy makers, business owners and researchers interested in fostering the growth and development of microenterprises in emerging economies.

Educational activities have changed due to the pandemic and it was necessary to respond by giving continuity to the formative processes with virtual platforms as it happened at the Universidad Nacional del Centro del Perú - School of Social Work. The objective was to know the level of satisfaction of students in the use of the virtual platform chosen, using the Questionnaire for the evaluation of learning environments in distance education (Sp-DELES) of 42 questions with dimensions: teacher support, student interaction and collaboration, personal relevance, real learning, active learning, autonomy and satisfaction. A total of 213 students were consulted, the instrument was distributed digitally and anonymously. For the descriptive analysis, the results were ranked in three response categories: agree, indifferent and disagree; the Autonomy dimension was valued with 69.01% agreement and 9.39% disagreement. The dimension with the lowest appreciation was Satisfaction with 25.35% agreement and 28.64% disagreement. Structural equation modeling was performed with SmartPLS, obtaining that Faculty support (FS) and Active learning (AL) have a direct relationship with Satisfaction (S) in the use of the virtual platform with beta values (β) of 0.279 and 0.872 respectively. Contrarily, Real learning (RL) and Autonomy (A) have an inverse relationship with Satisfaction (S) with beta values (β) of -0.025 and -0.122 respectively. The study reflects that there is no relationship between Interaction and Communication among Students (ICS), Personal Relevance (PR) and Satisfaction (S) as the p-values were greater than 0.05. The value of the coefficient of determination (R2) was 0.778 being the representative model. The study is non-experimental, descriptive, explicative and cross-sectional.