# data[].attributes.headline
Chapter # 1: Policies of Internationalization in Higher Education

# data[].attributes.subject
Chapter # 1: Policies of Internationalization in Higher Education

# data[].attributes.body
This chapter examines internationalization policies in Colombian higher education institutions (HEIs), focusing on their role in developing intercultural competencies and addressing global challenges such as the Sustainable Development Goals (SDGs). The authors highlight that internationalization must be strategically integrated into HEIs, going beyond isolated activities, to foster the acquisition of intercultural competencies in students and faculty.

The importance of interculturality in a globalized world is emphasized, where HEIs must prepare students to interact in diverse contexts. Intercultural competence is defined as a dynamic skill combining motivation, empathy, and adaptability, essential for addressing global issues. Additionally, it is proposed that internationalization policies should align with global agendas, such as the SDGs, and move beyond quantitative indicators to impact comprehensive education.

Finally, the chapter concludes that HEIs must strengthen the leadership of their international offices by integrating these policies into their strategic planning. This will not only enhance their global visibility but also contribute to more inclusive and sustainable societies by training interculturally competent professionals.

# data[].attributes.wish_content.attachment_props.alternative_text
Políticas de internacionalización en  instituciones de educación superior

# data[].attributes.headline
Chapter # 2: Higher Education in Colombia: A Look at Technical Professional and Competency-Based Labor Programs

# data[].attributes.subject
Chapter # 2: Higher Education in Colombia: A Look at Technical Professional and Competency-Based Labor Programs

# data[].attributes.body
The document examines technical education in Colombia, focusing on two main modalities: professional technical programs (formal higher education) and vocational training programs based on competencies (Education for Work and Human Development, ETDH). While complementary, these two approaches differ in their focus and legal frameworks. The former, regulated by Law 30 of 1992, seeks comprehensive training that combines technical skills with humanistic aspects. The latter, under Law 1064 of 2006 and Decree 4904 of 2009, emphasizes specific labor competencies aligned with the productive sector's needs and based on technical standards set by SENA.

The text highlights that technical education should not be limited to cognitive or labor-related aspects but should integrate human, ethical, and social dimensions, as established by the General Education Law. However, challenges persist, such as the perception of technical education as inferior to university education and a lack of clarity in the objectives of each modality. Additionally, the division between formal and non-formal education is criticized for potentially creating inequalities in access to opportunities.

Finally, the document stresses the importance of overcoming the dichotomy between "knowing" and "doing," promoting a technical education that contributes to citizens' comprehensive development and meets local and global demands. It calls for reflection on educational policies that enhance quality and equity in this training level.

# data[].attributes.wish_content.attachment_props.alternative_text
: una mirada a los programas técnicos profesionales y laborales por competencias

# data[].attributes.body
The chapter discusses critical reading as an essential tool for critical thinking and the practice of citizenship in contemporary society. The authors, Hernández Márquez and Restrepo García, emphasize that reading should not be limited to the mechanical decoding of texts but should instead foster skills such as identifying arguments, evaluating discourses, and forming informed positions. This perspective is crucial in higher education, where the goal is to cultivate individuals who are aware of their social, political, and environmental contexts.

The text explores how reading and writing have historically been instruments of power, used to impose dominant ideologies, but also as subversive means to challenge such discourses. Scholars like Cassany, Freire, and Chartier highlight the need for contextualized reading that analyzes the author's intentions, historical background, and implicit ideologies. Additionally, the chapter critiques domestication-style education, which transfers knowledge without fostering critical thinking, advocating instead for critical literacy.

The chapter also outlines key competencies for critical reading, such as cognitive, linguistic, discursive, and evaluative skills, which enable readers to interpret and question texts holistically. Finally, it underscores the importance of these competencies in assessments like Colombia's Saber Pro tests, where critical reading is a fundamental skill for the social appropriation of knowledge and collective transformation.

# data[].attributes.headline
Chapter # 4: Teamwork as content to be taught in the curricula of Kinesiology and Physiotherapy careers in Argentina

# data[].attributes.subject
Chapter # 4: Teamwork as content to be taught in the curricula of Kinesiology and Physiotherapy careers in Argentina

# data[].attributes.body
This chapter examines the inclusion of teamwork as a generic competency in the curricula of three Argentine universities offering degrees in Kinesiology and Physiatry (UNAJ, UNAHUR, UNVIME). The authors highlight that while teamwork is recognized as essential for healthcare professionals—even endorsed by the WHO—its integration into undergraduate education faces significant challenges.

Key Findings:

1. Presence in Curricula: Teamwork appears in the professional profiles and degree scopes of two of the three universities (except in UNAHUR's profile). It is also identified in 6 to 8 subjects per curriculum, though with scattered approaches and little integration in pre-professional practicums.

2. Generic Competency: Defined as a transversal skill requiring the mobilization of interconnected knowledge, attitudes, and procedures. Its teaching should not be limited to a single subject but addressed progressively across the entire academic journey.

3. Curricular Challenges: The analyzed programs follow a traditional, fragmented model (based on the Flexnerian technical rationality), with isolated subjects and limited interdisciplinary integration. This hinders the systematic development of competencies like teamwork.

The authors question whether the textual inclusion of teamwork in curricula translates into effective teaching. They suggest that while some subjects may address it in isolation (e.g., through instructors' narratives), explicit pedagogical policies are needed to promote its progressive and assessable integration. They conclude that without intentional curricular strategies, students will rely on post-graduation professional socialization to develop this competency.

# data[].attributes.wish_content.attachment_props.alternative_text
El trabajo en equipo como contenido por enseñar en los planes de estudio

# data[].attributes.headline
Chapter # 5: "The competencies: a theoretical proposal to guide their development with relevant teaching"

# data[].attributes.subject
Chapter # 5: "The competencies: a theoretical proposal to guide their development with relevant teaching"

# data[].attributes.body
The chapter discusses the importance of designing a didactic system that fosters the development of competencies in higher education, focusing on comprehensive training through three pedagogical dimensions:

1. Instructive: Building disciplinary knowledge.

2. Developmental: Applying knowledge in real-world contexts.

3. Educational: Promoting values and collective participation.

It critiques traditional teaching methods that prioritize memorization over meaningful learning and proposes a dynamic didactic approach aligned with theories like Vygotsky’s, which emphasizes social interaction and situated learning. Competencies are defined as complex dispositions integrating knowledge, skills, values, and attitudes necessary for effective performance in diverse situations.

The text highlights the need for a systemic didactic system, including:

Authentic problems to motivate learning.

Clear objectives linked to competencies.

Active methods (e.g., project-based learning).

Diverse resources (technological and multimodal).

Authentic assessment (rubrics, self-evaluation).

As an example, a virtual master’s course is presented where educators designed strategies to enhance academic literacies (reading, writing, oral communication) in their university contexts, using digital tools and competency-based assessments.

A competency-based didactic approach requires coherence between design, implementation, and assessment, emphasizing comprehensive training and adaptability to contextual needs. It encourages rethinking teaching practices to achieve transferable and meaningful learning.

# data[].attributes.wish_content.attachment_props.alternative_text
 propuesta teórica para orientar su desarrollo con una didáctica pertinente

# data[].attributes.headline
Chapter 6: "A Didactic Proposal for Developing Communicative Citizenship Competencies"

# data[].attributes.subject
Chapter 6: "A Didactic Proposal for Developing Communicative Citizenship Competencies"

# data[].attributes.body
This chapter presents a didactic strategy to develop three communicative citizenship competencies in 10th-grade students: active listening, assertiveness, and argumentation. The methodology was based on a qualitative approach and educational action research, using tools such as pedagogical journals, debates, workshops, and film forums. Topics addressed included artificial intelligence, cloning, and climate change, selected for their relevance to young people.

The results showed that students construct ethical perspectives through three relationships:

1. Self-Self (subjective): Rooted in spiritual or religious values, as seen in debates on artificial intelligence and cloning.

2. Self-Other (intersubjective): Focused on justice and power, where students critiqued oppression and corruption.

3. Self-World (objective): Emphasized environmental care, revealing a strong ecological awareness.

The didactic sequence demonstrated that activities like debates and role-playing fostered critical thinking, empathy, and respect for diversity. Students improved their ability to actively listen, argue persuasively, and express themselves assertively, reducing conflicts.

The chapter concludes that these competencies should be integrated transversally into education, moving beyond theoretical knowledge to practical application, thereby promoting active and critical citizenship. It also highlights the value of innovative strategies, such as science fiction literature, to connect ethical, aesthetic, and logical dimensions in civic education. The proposal underscores the need to transform pedagogical practices to address contemporary social challenges, nurturing values like solidarity and collective responsibility.

# data[].attributes.wish_content.attachment_props.alternative_text
"A Didactic Proposal for Developing Communicative Citizenship Competencies"

# data[].attributes.headline
Chapter 7: "Pedagogical Projects: School Alternatives for the Construction of Citizenship"

# data[].attributes.subject
Chapter 7: "Pedagogical Projects: School Alternatives for the Construction of Citizenship"

# data[].attributes.body
This chapter examines Transversal Pedagogical Projects (PPT) in Colombia, established by Law 115 of 1994, as strategies to foster reflective and active citizens across various academic disciplines. These projects, which include topics such as environmental education, sexual education, traffic safety, democracy, and human rights, aim to connect academic knowledge with everyday issues, promoting critical thinking and participatory skills among students.

The authors emphasize that PPTs are not exclusive to Social Sciences but involve all areas of knowledge, adapting to the needs of each educational institution. Through examples, they illustrate how teachers from different disciplines lead specific projects, such as School Environmental Projects (PRAE) or sexual education initiatives, thereby promoting comprehensive learning.

The chapter highlights the role of PPTs in transforming school culture by linking education with community life and society. These projects not only develop academic competencies but also strengthen democratic, ethical, and environmental values, which are essential for civic coexistence. However, the authors acknowledge challenges, such as the gap between legal frameworks and educational realities, where factors like limited resources or resistance to change hinder their impact.

Additionally, the text underscores the importance of cognitive skills—such as observation, analysis, and synthesis—that students acquire through PPTs, enabling them to engage critically in society. Finally, it stresses the need for greater collaboration among schools, families, and communities to achieve effective citizenship education, overcoming hierarchical structures and encouraging pedagogical innovation. PPTs represent a valuable tool for building pluralistic and democratic citizenship, though their success depends on contextualized and participatory implementation.

# data[].attributes.wish_content.attachment_props.alternative_text
 "Pedagogical Projects: School Alternatives for the Construction of Citizenship"

# data[].attributes.headline
Chapter 8 : Competencies in Education for Sustainable Development (ESD) for Educators

# data[].attributes.subject
Chapter 8 : Competencies in Education for Sustainable Development (ESD) for Educators

# data[].attributes.body
This chapter highlights the importance of Education for Sustainable Development (ESD) as a tool to empower students to contribute to the sustainable transformation of society. Given the global ecological crisis, exemplified by events like Earth Overshoot Day, the urgent adoption of the United Nations' Sustainable Development Goals (SDGs) from the 2030 Agenda is emphasized. These goals promote intra- and intergenerational justice, respect for ecological limits, participation, and a global perspective.

ESD aims to foster "sustainability citizens" by developing key competencies needed to address complex challenges. UNESCO identifies eight core competencies, including systems thinking, anticipatory thinking, collaboration, and critical thinking, among others. These competencies are not merely taught but acquired through transformative pedagogies focused on action, participation, and reflection.

The European project A Rounder Sense of Purpose (RSP) expands this framework with twelve specific competencies for educators, grouped into four categories: Thinking Holistically, Envisioning Change, Achieving Transformation, and Reflecting. Each competency includes learning outcomes and supporting components, such as analyzing complex systems or fostering empathy and creativity in students.

Teacher training is crucial for implementing ESD. Programs like the workshops offered at the University of Vechta (Germany) demonstrate how to train educators in innovative methods, such as systems thinking and interdisciplinary learning. These efforts aim to reorient education toward sustainability, preparing teachers as agents of change who can inspire and guide students in building a more just and sustainable future. ESD requires a comprehensive approach that combines pedagogical competencies, critical awareness, and concrete actions at both individual and institutional levels to achieve the "Great Transformation" toward sustainability.

# data[].attributes.headline
Chapter 9: "Competency-Based Education at the Technical University of Northern Ecuador (UTN)"

# data[].attributes.subject
Chapter 9: "Competency-Based Education at the Technical University of Northern Ecuador (UTN)"

# data[].attributes.body
This chapter discusses the implementation of the Competency-Based Education (CBE) model in the Forestry Engineering program at UTN, Ecuador, emphasizing its importance for sustainable development and employability. CBE focuses on the student, integrating theoretical knowledge, practical skills, and professional attitudes to train graduates capable of solving complex real-world problems.

The study's methodology included interviews with employers from public and private sectors, as well as workshops with Forestry Engineering students and graduates. Employers identified key competencies such as forest management, dendrology, taxonomy, planning, and soft skills (leadership, communication). They also pointed out weaknesses in education, including insufficient hands-on experience, lack of proficiency in technical tools (ArcGIS, AutoCAD), and the need to strengthen adult learning (andragogy) and scientific research.

Students and graduates emphasized the importance of problem-solving skills, English proficiency, specialized software management, and teamwork. Additionally, they highlighted attitudes such as respect, honesty, and entrepreneurship as essential for professional success. Underscore the need to modernize university curricula, strengthen ties with the labor sector through meaningful internships and institutional agreements, and promote transversal competencies that prepare students for labor market challenges and environmental conservation. Ultimately, the chapter presents CBE as a key model for bridging the gap between academia and the social, economic, and environmental demands of the modern world.

# data[].attributes.headline
Chapter 10 :  Education for Sustainable Development in Colombia

# data[].attributes.subject
Chapter 10 :  Education for Sustainable Development in Colombia

# data[].attributes.body
The chapter discusses the importance of Education for Sustainable Development (ESD) in Colombia, emphasizing its role in addressing global crises through changes in governmental and social structures. Internationally, key milestones such as the Stockholm Conference (1972), the Brundtland Report (1987), and the Sustainable Development Goals (SDGs) highlight the need to balance economic growth, environmental care, and social equity.

In Colombia, despite regulatory advances like Law 23 (1973), the Natural Resources Code (1974), and the 1991 Constitution, challenges such as climate change, poverty, and regional inequality persist. Higher Education Institutions (HEIs) are crucial for linking national policies with society, but their impact remains limited due to a lack of teacher training and fragmented actions.

ESD requires an interdisciplinary approach and values such as environmental responsibility. Authors like Bürgener and Barth (2017) stress the need to prepare teachers as agents of change, equipping them with competencies in knowledge, beliefs, motivation, and self-regulation. Additionally, the influence of organizational culture and "cultural conformity" is highlighted as a barrier, prompting calls for change starting from family and basic education up to professional training.

Finally, the chapter concludes that HEIs should promote research, scientific literacy, and multisectoral collaboration to address local and global challenges, fostering sustainable practices and critical perspectives on prevailing economic models. ESD is not solely the responsibility of universities but a collective commitment involving governments, businesses, and civil society.

# data[].attributes.wish_content.attachment_props.alternative_text
Chapter 10 :  Education for Sustainable Development in Colombia