<p>Although student-centred teaching practices offer many learning benefits, their implementation in higher education has generally been difficult in the areas of science, technology, engineering, and mathematics (STEM). The coronavirus disease 2019 (COVID-19) pandemic introduced new teaching and research challenges because of the abrupt shift to online education and the shortage of class observation studies during this period. The present study aims to address these gaps by analysing STEM online teaching practices implemented during the pandemic. For this purpose, an observation protocol for online classes was designed, enabling the analysis of 132 classes taught by 67 teachers in eight higher education institutions. The results highlight two instructional profiles: “content presentation” and “interactive and technological.” Factors that influence active learning practices correspond to institutional type and teaching training. In light of ongoing efforts to apply pandemic-era lessons, this study presents evidence that can guide the improvement of teaching practices and the factors that influence them.</p>