ABSTRACT
The social isolation caused by Covid-19 had a sudden impact on education. Educational institutions were forced to suspend face-to-face attendance and replace it with virtuality. Reflective processes could create potential and complex learning opportunities. The aim of the study is to carry out a traceability analysis of reflective learning (RA) in virtuality, identifying its main trends in scientific production during the pandemic and to analyze the orientations at the formative level for this new situation. The meta-analytical methodology based on the Prisma method allowed the identification, selection, eligibility and inclusion of scientific articles from Scopus and Web of Science. The results end in the inclusion of 11 articles for qualitative analysis, 9 of which belong to higher education and 2 to basic schooling. There is a trend towards empirical studies that determine that it is possible to apply RA as a strategy in the digital environment. The quantitative analysis carried out on the 95 articles -of identification -shows that there is a multidisciplinary scientific productivity base during the pandemic, not exclusive to the educational level. However, access and publication of completed articles is reduced, with a greater preponderance in Scopus than in WOS.