With this Thesis, case study type research was developed whose objective was the “Application of problem-based learning in a non-face-to-face modality because of disruptive crises and implementation of related curricular changes.”. For this, the impact that the abrupt and disruptive transition to a non-face-to-face learning modality had on students was determined. It was found, as aspects such as technology (computers, mobile devices, tablets, internet), the training of teachers for a virtual work modality and their attitude about change, tools related to computer applications (software); were elements that significantly affected their learning processes, among others. The students' conception about autonomous learning and collaborative learning was also investigated, with which the importance they give to these concepts and their application in a non-presence environment was established. They also asked about study techniques used and learning preferences. All this allowed establishing the requirements associated with the changes in curricular components required to develop non-face-to-face learning. Autonomous and collaborative communication and workspaces were implemented using platforms such as Symbaloo ©, Google Meet ©, Google Drive ©, Moodle ©. With these, it was possible to show how the students did not privilege the specific use of a recommended space if they used platforms better known to them. In general, from the results obtained, it can be concluded that it is possible to develop a theoretical and practical course in a non-face-to-face way, using the PBL methodology. However, the general feeling was that a vacuum was generated due to the impossibility of conducting face-to-face laboratory practices.