An analysis of recent psychological and pedagogical trends highlights the need to promote anthropological training to ensure effective learning. Specifically, it is necessary to revalue willpower as a human faculty that influences education and its processes, since willpower is associated with the individual's effort and determination to develop their own learning autonomously and constructively. This reality affects both students and teachers.

Likewise, university and non-university educational practice scenarios reveal a problem in students' learning processes stemming from the fact that, although the procedures to follow are shown by intelligence, there is nevertheless resistance to following theme due to various factors related to willpower, such as laziness, passivity, lack of motivation and determination, a tendency toward immediacy, wanting to obtain everything immediately, and not knowing how to wait. Ultimately, it is observed that a false empowerment of children and adolescents has taken place, leaving them adrift in the grip of their emotions and moods, lacking a strong will. This is metaphorically known as the generation of "glass children," who have difficulty working on their lifelong learning projects and display intolerance to frustration.

The problem is exacerbated in new educational settings in virtual learning environments (VLE) mediated by the use of new technologies—social networks, online games, the use of artificial intelligence (AI) for school and extracurricular activities, etc.—which aim to be resources for teaching and learning but require alignment with the process of developing and exercising strong willpower and its associated components. The main question is: What components of the development and exercise of willpower should be considered in virtual learning contexts? Our hypothesis is that these are both rational and affective components, linked to value-based, attitudinal, and procedural knowledge.

This paper presents basic research on this problematic situation, aiming to determine components of willpower that must be developed for relevant and effective learning in these virtual environments, in a safe and responsible manner. From a holistic perspective and supported by both the Humanistic Theory of Human Will and the Theory of Teacher Self-Determination, a multidimensional and comprehensive analysis is conducted. Using a correlational method and mediated by techniques of analysis guides and questionnaires, we analyze authors considerations on the formation of willpower, as well as new scenarios identified by teachers and students in situ at non-school contexts. Initial results show that the components for the development of willpower are related to awareness exercises, the inclusion of reference models for acting and organizing willpower, and alignment with other faculties such as intelligence, autonomy, and certain associated values.

Keywords: Education of the Will, Virtual learning environments, Learning, New technologies, Training components.