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This chapter analyzes how internationalization policies impact the development of intercultural competencies in students. It examines strategies adopted by higher education institutions to promote global experiences, such as academic exchanges, bilingual curricula, and international agreements. It argues that internationalization must go beyond administrative goals and focus on forming citizens capable of living in diverse, ethical, and globalized contexts, promoting education that fosters inclusion and mutual understanding.

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This chapter offers a critical view of reading as a transformative tool. Beyond literal comprehension, reading is framed as a practice that allows questioning power structures and fostering critical thinking. It argues that reading is also a political act and should be taught not only as a technique but as a means of intellectual and cultural emancipation. This helps form active individuals capable of interpreting, resisting, and transforming their reality.

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Teamwork as a Curriculum Content in Kinesiology and Physiotherapy Programs in Argentina

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Teamwork as a Curriculum Content in Kinesiology and Physiotherapy Programs in Argentina

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The importance of including teamwork as an explicit component in health sciences education is analyzed. The chapter shows how this generic competency is essential in real-world contexts, where interdisciplinary collaboration is common. It also discusses the challenges of implementing it in curricula that often prioritize technical content. A more holistic approach to education is proposed, where learning to collaborate is an essential part of the academic training process.

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Competencies: A Theoretical Proposal to Guide Their Development with Relevant Didactics

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Competencies: A Theoretical Proposal to Guide Their Development with Relevant Didactics

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This chapter provides a solid theoretical foundation for understanding the competency-based approach from a critical perspective. It challenges its merely technical use and proposes a didactic model that integrates knowledge, values, and context. It emphasizes that teaching for competencies means forming individuals who act responsibly and ethically. The text stresses the need to link theory and practice, promoting meaningful education that goes beyond functional training.

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A Didactic Proposal for Developing Communicative Citizenship Competencies

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A Didactic Proposal for Developing Communicative Citizenship Competencies

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This chapter presents a pedagogical proposal to develop communicative competencies with a civic orientation. It argues that learning to communicate involves not only linguistic skills but also the ability to engage in dialogue, argue, and coexist in diverse contexts. The approach advocates for language education that forms critical citizens, able to participate actively in their communities. The proposal is based on respect, active listening, and recognition of others as valid interlocutors.

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Pedagogical Projects: School Alternatives for the Formation of Citizenship

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Pedagogical Projects: School Alternatives for the Formation of Citizenship

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This chapter examines how pedagogical projects can serve as effective tools for developing citizenship in schools. It argues that by involving students in real-world issues from their environment, participation, decision-making, and social responsibility are encouraged. Projects foster active and contextualized learning, integrating knowledge from various disciplines. It is suggested that this methodology strengthens the democratic purpose of education and fosters collective commitment and civic engagement among students.

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Competencies for Education on Sustainable Development for Educators

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Competencies for Education on Sustainable Development for Educators

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This chapter explores the role of teachers in education for sustainable development. It argues that educators must acquire specific competencies to teach sustainability, integrating environmental knowledge, critical thinking, and ethical commitment. Guidelines are offered to ensure environmental education becomes part of all disciplines, not an isolated topic. Furthermore, it is stated that sustainability education requires rethinking school values and practices, promoting real, transformative changes within the educational environment.

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Competency-Based Education at the Technical University of the North (UTN)

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Competency-Based Education at the Technical University of the North (UTN)

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This chapter describes the implementation of the competency-based approach at the Technical University of the North (Ecuador). It details processes such as curriculum redesign, teacher training, and assessment. The chapter highlights advances like improved integration of theory and practice, but also addresses challenges such as resistance to change. It concludes that successful transition to this approach requires institutional coherence, faculty involvement, and sustained support to ensure long-term impact and stability.

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Education for Sustainable Development: A Perspective from Colombia

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Education for Sustainable Development: A Perspective from Colombia

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This chapter reflects on how Colombia has integrated education for sustainable development into its educational policies. It reviews experiences and challenges, emphasizing the need to move from discourse to concrete action. The chapter highlights that sustainability should influence both curriculum content and school practices. It calls for the formation of individuals who are aware of their environmental impact, capable of making responsible decisions, and committed to building a more just and equitable future.

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Higher Education in Colombia: A Look at Technical and Vocational Competency-Based Programs

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Higher Education in Colombia: A Look at Technical and Vocational Competency-Based Programs

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This chapter addresses the current state of technical and vocational programs in Colombia from a competency-based perspective. It highlights tensions between traditional university education and these alternative training paths, which are often undervalued. The chapter argues that these programs should be recognized as a vital part of the educational system, as they respond to real labor market needs and contribute to social equity, provided their quality and relevance are ensured.