=Paper=
{{Paper
|id=Vol-3353/paper0
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|title=Education for the Future in Latin American University Educational Models
|pdfUrl=https://ceur-ws.org/Vol-3353/paper0.pdf
|volume=Vol-3353
|authors=Lilliam Enriqueta Hidalgo-Benites,Klinge Orlando Villalba-Condori,Gema Palmira Gálvez-Hidalgo,David Rondon,Jorge Mamani-Calcina
|dblpUrl=https://dblp.org/rec/conf/citie/Hidalgo-Benites22
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==Education for the Future in Latin American University Educational Models==
https://ceur-ws.org/Vol-3353/paper0.pdf
Education for the Future in Latin American University Educational
Models
Lilliam Enriqueta Hidalgo Benites1 , Klinge Orlando Villalba-Condori2 , Gema Palmira Gálvez
Hidalgo3 , David Rondon4 and Jorge Mamani-Calcina5
1
Universidad Nacional de Piura, Ciudad universitaria s/n, Piura, Perú.
2
Universidad Nacional Pedro Henríquez Ureña, Santo Domingo, Dominican Republic.
3
Universidad de Piura, Avenida Ramón Mugica 131, Piura, Perú.
4
Universidad Continental, Arequipa, Perú.
5
Universidad Tecnológica del Perú, Lima, Perú.
Abstract
The theoretical review article carries out an analysis of the challenges that Latin America faces in
the post-pandemic stage in relation to university education, looking to the future, and does so from
the reflection of the situation of educational disadvantage that it suffers. decades ago in relation to
other regions; and that has been exacerbated in the last two years with a crisis evidenced in the
deepening of the learning gap, inequity in Internet access, the brake on quality educational work
installed in the countries of the region and that was already coming giving the first fruits in the
improvement of service in higher education. Many of these changes had their starting point in the
educational models structured in Latin American universities, eager to forge their own identity,
reflected in professional profiles that could respond to the needs and demands of their environment.
For this reason, it is that, applying a documentary review methodology on the categories of
university educational models and education of the future, some educational contributions were
established that must be inserted in the governing documents of the academic and professional
activity of the Latin American university to respond to the challenge of what it means to educate
the professional of the future.
Keywords 1
Educational models, education of the future, educational innovation.
1. Introduction
The post-Covid-19 pandemic era opens up a series of challenges for the Latin American university,
which on the one hand must face the problems in teaching and learning derived from the emerging
virtual education, and, on the other, face the challenge of the return to face-to-face education in
conditions very different from those of the "normal" of 2019. The uncertainty and fear of the virus and
other pathogens that may appear in the world with the consequent risk of loss of health and life supposes
the task to rebuild spaces for human interaction, security and trust between educational actors to
promote continuity in the acquisition and development of professional skills. This implies for the
university institution to carry out processes of reflection on the new educational reality and try to outline
basic guidelines for an education for the present and the future, which responds to a context that always
demands solutions to the problems of the region.
Before the Pandemic, Latin America was facing political crises, poverty, social inequality,
corruption, weak educational and health systems; however, notable steps had been taken in higher
education in the period 2000-2013, such as the increase in the percentage of university students from
CITIE 2022: International Congress of Trends in Educational Innovation, November 08–10, 2022, Arequipa, Peru
EMAIL: lilliam94@hotmail.com (A. 1); kvillalba@unphu.edu.do (A. 2); ggalvez@preschoolcofam.edu.pe (A. 3);
drondon@continental.edu.pe (A. 4); e16187@utp.edu.pe (A. 5)
ORCID: 0000-0003-0002-8970 (A. 1); 0000-0002-8621-7942 (A. 2); 0000-0003-3444-3590 (A. 3); 0000-0003-3506-5309 (A. 4); 0000-0001-
6633-2102 (A. 5)
©️ 2022 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
the 40% of the population with the lowest income (from 10.6% to 16.8%); To this was added the need
for continuous professional training, as a result of occupational changes derived from the incorporation
of new technologies in work processes [1] [2]. Similarly, they had been implemented in almost all Latin
American countries support systems and regulation of educational quality with well-defined evaluation
standards that promoted the improvement of the educational service at the higher level [3].
The health crisis not only stopped quality improvement policies, but government efforts were geared
towards facing the challenge of continuing the educational service for children and young people from
remote and virtual education alternatives, bold measures adopted in the midst of Internet coverage
problems in most of the countries of South America and the Caribbean. The Economic Commission for
Latin America and the Caribbean [4] states that broadband accessibility in Latin America reaches 67%
of the population, with significant digital access gaps between urban and rural areas remaining at 25
percentage points in the population. most of the countries; in others, it reaches 40%. This shows that
children and young people, especially in rural areas, have had serious difficulties in continuing to be
inserted in the educational systems of their countries, with a glimpse of a deepening of the learning gaps
that were already significant before the health crisis [4].
In university higher education, after the initial suspension of classes that affected students and
teachers alike, the implementation of the virtual education modality took place with the use of
technological platforms, suitable as virtual learning environments, which facilitated the execution of
classes for students and teachers with connectivity capacity through their computers or cell phones.
Another reality was that experienced by students in a situation of social vulnerability who, due to
economic situation, lack of computerized equipment or impossibility of access, could not continue with
their university studies, "...thus increasing, once again, the exclusion to which it gives place the inequity
that characterizes admission to higher education in the region” (UNESCO International Institute for
Higher Education in Latin America and the Caribbean [5]. In Peru, for example, it is estimated that in
2020 a figure of: 1,007,766 university students enrolled was reached and a drop of 310,522 students
was reported compared to the previous year; This drop represented 24.01% compared to 2019 and
significant differences are observed between public (9.96%) and private (26.72%) universities [6]. In
Colombia, in 2017 there were 2,446,314 registered. The figure in 2020 was 2,355,603, which means
that in four years the system lost more than 90,000 students, that is, 44.8% [7]. In Chile, the projection
presented by the MINEDUC, on the figures collected in the context of a pandemic, shows that only
during 2020 the number of dropouts could reach 267,822. This implies an increase of 43% in the total
number of students outside the school system in a single year [8].
The abandonment of professional training by students, in times of Pandemic is only one edge of the
results of emergency education, it also became notorious, the technological deficiency, which is not
limited to the scarcity of devices or lack of connectivity, but also to the connection speed; second, the
lack of teacher training that transcends the instrumental environment; and third, that students with
greater access to ICT have an easier time incorporating knowledge through platforms, programs and
applications [9].
In this panorama, it is necessary to take into account that before the emergence of the Pandemic at
a global level, the Latin American university was immersed in improving its academic activity to meet
the quality standards defined by national and international institutions. “In most Latin American
countries, the incorporation of digital technologies in the classroom was in the intermediate or initial
stages, when the pandemic became present” [10]. This means that university education was in a process
of innovation, integrating information and communication technologies in its teaching processes,
possibly using them more as sources of information than as learning mechanisms.
The renewal of the university was not only a matter of technologizing education, “in the sense of
using ICTs and the use of the Internet as educational resources in academic activities; it was rather that
the university rethink its vision and mission regarding its basic functions of teaching, research and
extension” [11] in light of recommendations and guidelines issued by international organizations and
government regulations issued to concretize university reforms, such as the one that took place in Peru
in 2014, with the enactment of the University Law 30220 (2014) and the Quality Assurance Policy for
University Education [12]. The orientations and prescriptions were concretized in each university in
University Educational Models that express the principles and ways in which professional academic
activity should be carried out with the unique and unique stamp of each institution. An educational
model is understood as “...the specification, in pedagogical terms, of the educational paradigms that an
institution professes and that serves as a reference for all the functions it performs (teaching, research,
outreach, outreach, and services), in order to to make your educational project a reality [13].
On the other hand, the need to mark the guidelines of an education for the future, leads to the question
if the current university educational models, as guiding documents of the professional training activity,
collect the needs and demands of the local and global context in this critical phase. of humanity, and
what principles, objectives, modifications and additions in educational, pedagogical and technological
terms must be incorporated to build a new institutional identity with renewed professional profiles of
teachers and students, capable enough to act to transform the world into a more humane one , fair and
inclusive. In this perspective, the objective that animates the study is to identify the changes that must
be introduced in the university educational models on education for the future in the universities of
Latin American countries.
2. Methodology
The research responds to a qualitative approach, which involved carrying out a set of systematic,
empirical and critical research processes, as well as the collection and analysis of qualitative data on
the variables University Educational Models and Education for the Future, objects of study. , promoting
their integration and joint discussion, to make inferences as a result of all the information collected in
the process [14].
Categories or fundamental aspects of what Education for the Future means that must be incorporated
into the university educational models of Latin America were established. The delimitations of
differentiated categories were: comprehensive training, citizenship and inclusion, competency
approach, educational innovation, educational quality, internationalization of education, integration of
information and communication technologies in academic and research processes. These categories
were characterized by being: homogeneous, exhaustive, exclusive, objective and adequate or pertinent
to the object of study [15].
Integral formation Educational innovation
University educational
models
Education for the future Citizenchip and inclusion Educational quality
Information and
Competency approach communication
technologies
Graph 1: Categories of analysis of Education for the future
Once the categories were defined, the documentary technique was applied to search for sources of
information in databases (Scielo, Redalyc, Scholar Google, Scopus, among others). These sources were
made up of research articles from indexed journals, books and theses by authors who had carried out
prospective studies on education for the future or education of the future. In total there are 30 sources
of information, which were subjected to reading, comprehension, analysis and interpretation.
Subsequently, information consistent with the categories and with the research objective was
synthesized.
The sample of research on the subject was the product of the application of the documentary
technique for qualitative analysis and was made up of primary sources whose contents were referred to
the educational model and education of the future or for the future. The authors of the investigations
are from countries in which there is concern about the subject and scientific production from 2018 to
2022.
2.1. Data collection instrument
A document review sheet was used as a data collection instrument, in which records of the
information found were made, in a double entry table that considered the selected study categories,
which were useful for the respective understanding and analysis.
2.2. Ethical aspects
The ethical aspects taken into account in this research refer to the honest handling of information
and respect for intellectual property "by recording the bibliographical references of those ideas that
have been taken from other authors and that have been used in the realization of the study. investigation
and in the resulting document” [16]. It also complies with the criteria of rigor and objectivity in the
application of the documentary research technique, when selecting, consulting, analyzing and
synthesizing the pertinent sources of information.
3. Results
3.1. University educational models
The educational model conceived, structured and managed by a university educational institution is
seen in Latin America as a guiding document for academic activity and professional training carried
out by teachers, students, administrators and interest groups. They always define a type of human being
and of society that the university intends to form and build respectively; They also contain a "set of
theories, guidelines and conceptions [...] to guide the training process, pedagogy, didactics, curriculum
and evaluation of learning" [17]. In this sense, they guide specialists and teachers in the preparation and
analysis of study programs; in the systematization of the teaching-learning process, or in the
understanding of some part of a study program [18].
In recent decades, universities, based on their autonomy, developed designs for flexible,
comprehensive and innovative educational models, "which remain for a time and are later replaced by
others or redesigned to adjust them to educational changes and social needs. of the broader context”
[19]. Although they are prepared by the academic community of each institution, common content can
be found in them, such as the goals of the university: professional training, research to generate
knowledge and solve problems in the context, and university social responsibility that complies with
the commitment that the university has to actively participate in the improvement of society. In
teaching, the principle of comprehensive professional training is relevant, which not only seeks the
specialization of future graduates in their field of work based on skills, but also the cultivation of
humanistic culture and citizen values that are so necessary in the world. current. That is to say, the
conceptualization of comprehensive training refers to the humanistic mission of training people capable
of generating responsible changes, in such a way that they contribute to the generation of a society that
is not only fair, but also sustainable [20]; therefore, it is necessary to talk about education for sustainable
development as a comprehensive training issue, since sustainable development refers to the relationship
between humans and also their relationship with the environment they inhabit [17].
To the pedagogical, curricular and didactic educational currents focused on constructivism,
cognitivism and socio-training, university educational models integrate citizen currents of inclusion,
interculturality, gender equality, complex thinking and environmental education [21]. with the purpose
of strengthening the university-society bond; in other words, an open-door university that is sensitive
to social and natural needs and demands in which it must exert influence to solve its local and global
problems.
In the curricular pedagogical foundations, the general approach is that of competencies that guides
the elaboration of curricular plans and promotes a didactics that places the student as an active agent of
learning and as the center of the process. The role of the teacher is that of guide, adviser or mediator;
In addition, educational models place special emphasis on integrating information and communication
technologies as educational media that require teachers and students with digital skills for their best
use. In the same way, they formulate a learning evaluation model trying to collect the innovations of
the formative and differential evaluation currents that support the learning mechanisms of the students.
It is necessary to point out that the Pandemic, although it caused a series of stoppages in the academic
and research objectives promoted to improve the educational service of professional training, within
the framework of the generalized educational quality policies in Latin America, also accelerated the use
of information and communication technologies to put virtual education into operation. Its use for two
years, plus the multiple problems caused by the health crisis in characteristically vulnerable populations,
has put educational leaders and authorities in the face of a series of challenges that have to do with
education for the future, with the certainty that there is no possibility of retracing the path already
traveled and that a return to traditional education expressed in the image of a teacher explaining the
class in a physical classroom with a marker and blackboard is absolutely unthinkable.
3.2. Education for the future
Education for the future means in simple terms, designing and executing educational forms and
modes with the purpose of building a desirable future of inclusion, sustainability and social justice for
all. This must be done under the pressure of uncertainty and insecurity generated not only by the health
crisis but also by the deterioration of our common home, the threat of world war, migrations due to
hunger and the desire for freedom, widespread poverty, violence in the streets, family and domestic
violence, among other evils. The Latin American university is called by vocation and tradition to face
the old and new problems that have been accumulating not only because it is one of the most esteemed
and prestigious institutions in Latin American society, but also because "the fruits of the pedagogical
task are not immediate and correspond to tomorrow, but because the educational work, in its own
identity essence, despite having the function of transmitting a culture already created, incorporates an
element of social transformation, improvement of reality, with a certain link to the utopian , a hope to
flee from the possible, even the foreseeable, to promote the desired or desirable” [22].
In this ideal of structuring an education for the future, the university does not start from scratch; It
has a knowledge of centuries of existence and a series of educational experiences experienced by its
members and a cultivation of skills developed in difficult contexts that help create predictable
educational objectives, strategies and scenarios for a world in constant change. On the other hand, the
deep inequalities that characterize the region, the heterogeneity of the university population and its
diversity, as well as the lack of resources can be factors against an education for the future. However,
it is pertinent to value the principle of comprehensive professional training carried out by the university
for its students; in other words, assessing the effort to "promote solidarity, peace, tolerance, dialogue,
cooperation, the commitment to equity, the sense of belonging to a community, justice, individual and
social responsibility or a participatory and inclusive attitude in defense of the most vulnerable…” [22].
According to Espinal [23] it is necessary for the university to specify its commitment to the future;
to “consolidate the structural change required to take on the challenges established by the sustainable
development agenda”, conjecturing that the future emerges from the past and through the present. As
López [22] points out, "it is not about predicting the future, but about producing it, in a continuous
dialectical tension between present and future, fueled by a real or fictional past". For this reason, it is
considered that the educational models of Latin American universities should consider in their contents
some key aspects that allow the construction of future scenarios, such as: comprehensive training,
citizenship and inclusion, focus on competencies, educational innovation, educational quality,
internationalization of education, the integration of information and communication technologies in
academic and research processes, among others [23] [24]. Next, each of the emerging categories is
developed.
3.2.1. Integral formation
Although today's society shows great advances in science and technology and an improvement in
living conditions in the populations, it also presents acute problems of violence, loss of values,
widespread corruption in the spheres of government in Latin America, disease and poverty, difficulties
that must be treated in the university to contribute to its solution. For this, "the essence of the integral
formation of the human being is pondered, based on its relations with a general and integral culture
focused on technical, scientific, historical, humanistic, environmental, aesthetic, political, social
coexistence and other manifestations" [25], which allow the student to achieve a transformation both as
a social being and as an individual. Professional education is the ideal means to generate currents of
solidarity, empathy, respect and consideration for others in society, without differences of any kind.
3.2.2. Citizenship and inclusion
In Latin American universities, it is essential to rethink certain traditions of democratization,
citizenship and inclusion, which have not been adequately addressed to respond to the needs of
vulnerable populations and groups in society. In accordance with Galluzzi and Gambino [26], the
perception of inaccessibility still marks higher education and affects the educational trajectories of
students, "as it hinders the possibilities of recognizing the knowledge acquired at school and their
communities as part of a comprehensive training that enhances their insertion and performance in future
life projects”. This prompts us to consider guidelines for inclusion and citizenship in educational models
and curricular plans for the education of the future.
3.2.3. Competencies approach
Although the educational work by competences is in force, the university must continue promoting
this approach to overcome teaching-learning processes based only on the transmission of knowledge or
on purely pragmatic designs. The holistic nature of the competencies distances the fragmentation of
disciplinary knowledge, within the framework of a clearly negative atomization of the curriculum,
which facilitates decision-making regarding the evaluation and promotion of students [22]. On the other
hand, Matarranz [27], maintain that the establishment of Key Competences is important, which
constitute "the foundation of permanent learning that transcends the content acquired at specific
moments and allows sustainability in learning to constantly incorporate new knowledge".
3.2.4. Educational Innovation
Espinal [23], point out that a university of the future must be immersed in constant educational
innovation in its different aspects of academic functioning to add value to educational processes. This
requires new curricular plans, new technologies, innovative teaching strategies or activities, changing
pedagogical assumptions and evaluation models. As support for these changes, a modernization of the
administrative management of the university is required. The authors mention some trends that will be
consolidated in the future in higher education, such as: technological ecosystems, academic and learning
analytics, personalization of learning, gamification, virtual practices and the development of
computational thinking.
3.2.5. Educational quality
The United Nations Organization for Education, Science and Culture proposes for the construction
of an education for the future "Guarantee the right to a quality education throughout life" [28]. It also
maintains that “it must also encompass the right to information, culture and science, as well as the right
to access and contribute to the knowledge commons, that is, the collective knowledge resources of
humanity that have been accumulated over generations and continually changing.
3.2.6. Internationalization of education
Qinteiro [29] argues that the internationalization of universities is a challenge that has not been
achieved for three decades because it requires enormous human and financial resources and that,
therefore, quality control and evaluation are critical. to ensure that the internationalization effort
contributes with relevance and quality based on the expected results. However, it considers that
internationalization can be assumed by the universities themselves, through the mobility of students
and researchers, joint research projects and research networks. All these elements would be components
of an internationalization in accordance with the ideal conceptual prototype of the Latin American and
Caribbean university, with the distinctive sign of quality and its own sense.
3.2.7. Information and communication technologies in academic and research
processes
In Latin America there is a growing interest in integrating modern information and communication
technologies in teaching-learning processes and in research, so that the countries of the region become
part of the digital society. However, there is a deep digital divide that makes it difficult to access the
internet and the connectivity of devices. In this sense, a great effort is needed from governments to
establish "open license and open access policies that facilitate the use, reuse, reorientation and
adaptation at no cost" [5]. This would allow the design and use of educational materials in the context
of the interaction of teachers and students. In research, processes and the acquisition of digital
investigative skills would be digitized. In addition, it would make it possible to implement virtual
distance education at a higher level "partly due to the enormous unsatisfied demand for access to higher
education, and due to the need for flexible education modalities that allow access to students in a variety
of conditions and places of residence” [2].
4. Discussion and conclusion
Latin America as a region has been facing, for many years, a series of educational problems that
were exacerbated by the COVID-19 pandemic and that were evidenced in a deepening of the learning
gap due to the lack of access of the population to the service of education. Internet, a situation that
affected teachers and students. It also put a brake on the work to improve the quality of the educational
service that had already been installed in Latin American countries and had begun to bear fruit, mainly
in university higher education. These improvements were perceived, fundamentally, in the academic
activity of the universities and whose starting point was the university educational models that collected
a series of philosophical, pedagogical, curricular, didactic and evaluation orientations.
Now that the virtual education modality has been adopted and, even in a phase of returning to face-
to-face education, with the uncertainty of COVID-19 and the appearance of new viruses, it is necessary
to reflect and imagine future higher education scenarios in Latin America that, according to López [23],
in the present, we live in a time of changes that have left behind pedagogical paradigms that no longer
have significance for the future. This implies that universities in Latin America intentionally assume
the challenges that societies face, contributing to promote justice and equality in a deeply unequal region
of the world with sharp economic, political, social, educational and technological gaps, for which
innovations are necessary. in university organization and management [2].
Universities can make effective contributions to build future higher education that responds to
changes in the context; they have leadership and prestige and are highly valued by the population, which
is expressed in the growing demand for access to it. To crystallize a vision of change, the university
must first update the University Educational Model, a document that contains the conceptions, theories,
approaches and philosophical, curricular, pedagogical, didactic and evaluation paradigms that guide the
academic and research processes. and social responsibility in the university environment [17] [18]. In
this perspective, an analysis of educational and social components was carried out that allow building
an education of or for the future, from its incorporation in new educational models according to the new
times.
The categories subject to analysis begin with the proposal to strengthen a comprehensive
professional training that contributes to the education of a person from a humanistic approach to
education, facing the future, to improve human interaction that allows, in solidarity, to face the acute
problems that devastate society such as world wars, hunger, violence, among others [27]. Urgent, too.
Assume a citizenship and inclusion approach that makes it possible to close cycles of inequality and
exclusion of the most vulnerable groups in Latin American society [26].
Likewise, it is essential to continue with the focus on competencies that contribute to the
development of “hard skills, such as: Science, Technology, Engineering and Mathematics (Science,
Technology, Engineering and Mathematics-STEM) and their alignment with soft skills, such as:
creativity, teamwork, resilience and critical thinking” [23]. This aspiration implies promoting university
educational innovations in the teaching-learning process, change in pedagogies, didactics and
evaluation models that arise precisely from the university context.
The current of educational quality is a category that appears in almost all the documents investigated,
there is no education without quality and UNESCO recognizes it as an inalienable right of the human
person [28] that must govern the education of the present and the future. On the other hand, the
internationalization of education is seen as a future challenge that universities will assume as a strategic
objective and that will promote the mobility of students and teachers, the carrying out of joint research
projects and the formation of academic networks made up of universities from all over the world.
everyone [29].
On the other hand, and almost unanimously, studies recognize the need to integrate information and
communication technologies in professional training and research. This leads to the execution of digital
literacy processes that allow students and teachers to function anywhere in the country and the world
[30].
Finally, it is highlighted that the theoretical article presents basic guidelines of what should be
incorporated into university educational models in order to build higher education for a desirable future.
Some categories are analyzed that are not the only ones but that try to draw attention to a topic that
should be a reason for reflection for university institutions that are capable of responding to the needs
and demands of an ever-changing society.
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