<![CDATA[This study aims to analyze teachers' pedagogical strategies in managing interactions in virtual learning and their implications for student engagement in the learning process. The development of digital technology and changes in post-pandemic learning patterns require teachers to be able to create effective, communicative, and participatory interactions in virtual classrooms. This study used a qualitative approach with descriptive methods. Data collection techniques were carried out through observation, in-depth interviews, and documentation of teachers implementing virtual learning at the secondary school level. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results showed that teachers' pedagogical strategies in virtual learning were implemented through the use of interactive media, strengthening two-way communication, providing regular feedback, utilizing collaborative discussion methods, and managing a flexible and humanistic learning atmosphere. In addition, teachers also implemented a reflective and adaptive approach to overcome obstacles to student participation during online learning. These strategies were able to increase learning engagement, motivation, and the quality of interactions between teachers and students in the virtual environment. This study confirms that the success of virtual learning is determined not only by technological mastery but also by teachers' pedagogical abilities in building meaningful educational interactions.]]>
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