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This article presents an analysis of the way in which university teachers teach, according to didactic strategies, and it is examined whether this way of teaching is the most appropriate for the achievement of learning of the Accusatory Criminal System (SPA). The question arises of how the trial simulation can be applied as a didactic strategy in the teaching of the SPA in the University classrooms in our Veraguas province and why not, throughout the country. It is based on the hypothesis that the incorporation of the trial simulation, as a didactic strategy, can contribute to improve the teaching provided on the SPA, and therefore, assume the objective of incorporating it into such processes. Among the results obtained with the randomized consultation of 40 undergraduate and postgraduate teachers of the university centers, they show that 72% do not apply this strategy in the teaching processes they lead.
