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A pleasant cultural ecosystem is an important precondition for achieving sustainable social and economic impact.

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Internationalization is defined as an international process that fosters ties of cooperation and integration in order to become more visible in an increasingly globalized world.

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Intercultural competence is a lifelong, multifaceted concept that involves contextual and emotional aspects. It is the ability to interact and adapt.

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Reading has always been and will always be a learning and personal enrichment strategy. Reading plays an important role from the primary level of education onward, but this does not change in university education.

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University education is based on personal enrichment through self-study and reading.

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Collaborative and teamwork, in an interdisciplinary and interprofessional manner, contribute to the training of professionals.

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Studies in the field of pedagogy have shown that professional performance and expertise are not only the result of theoretical knowledge but also of students' sociocultural background.

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Teamwork is a professional skill.

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The founding intention of university curricula is to train students in the essential skills for professional performance in a specific field. Previous sections have shown that a generic skill such as teamwork has a prominent presence in the three curricula analyzed.

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The challenge with teamwork and other generic competencies is to design curricular tools that promote it alongside other skills. It is essential to develop training processes that foster greater coordination between undergraduate education and initial professional placements.

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Pedagogy is a social and human science that theoretically and methodologically reflects on the subject of education aimed at students, primarily in school settings.

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Now, if the goal is to achieve comprehensive education for students in general, and university students in particular, then teaching strategies must be designed that, structured into activities, are designed to promote comprehensive learning. The quality of these strategies must be assessed in evaluation processes that are oriented toward examining students' achievements in each of these dimensions: instructional, educational, and developmental. In line with this situation, it is therefore necessary that classes (especially in the context of the university classroom) be planned in such a way as to provoke student participation in their own learning processes.

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Assessment is closely linked to learning processes; therefore, clarity regarding what, how, when, why, and for what purpose assessment is carried out should demonstrate essential assessment qualities for decision-making in classrooms. Content validity, reliability, relevance, transparency, democracy, and fairness, among other qualities, are evident in assessment. Likewise, the instruments, methods, and criteria of assessment should promote the quality of the expected learning.

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According to Echavarría and Vasco (2009), the way in which citizenship training is based in our context responds to several training orientations. The first of these takes up the postulates of the critical thinkers of the Frankfurt School, which gives priority to the exercise of critical thinking on the part of the subject, whose objectives include argumentative discussion, reflection and criticism on the effects of ideology.