Competencies in Higher Education: Research Experiences and Innovative Approaches by Angie Ovalle

This project aims to transform higher education by shifting from a content-based approach to one focused on developing essential competencies for the challenges of the 21st century.

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Content: An international collaboration between the University of Antioquia (Colombia), the Technical University of the North (Ecuador), and the University of Vechta along with the DAAD (Germany).

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The agreement aims to strengthen competency-based teaching for university professors. Its objectives include creating a master's program, an academic network (REDEBEC), and organizing international exchanges and events.

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competencies as dispositions that integrate knowledge, attitudes, skills, and motivations for acting and self-organizing in complex contexts. They are student-centered and practice-oriented.

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It's about changing the question from "what topics to teach?" to "what knowledge, procedures, and attitudes should students acquire?". This leads to a learning-oriented education, not just a content-based one.

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The modern teacher doesn't just transmit knowledge; they must also design innovative strategies and learning environments so students can acquire and practice competencies in various contexts.

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This approach seeks to improve professional qualification, integral personality development, civic participation, and student employability.

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What generic competencies are relevant for the 21st century? How are competencies evaluated? How have they evolved in universities? What are the implications of this paradigm?

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In order to promote comprehensive training, it is necessary for teachers to plan systemic didactic processes that strategically energize their class to guide learning and the physical, cognitive and emotional development of students. This announced comprehensive training is understood, pedagogically speaking and according to Díaz and Quiroz (2005), from the following pedagogical dimensions: instructive, developmental and educational; That is, formative, with a dialectical dynamic

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Quiroz Posada, R. E. (Coord.) & Rieckmann, M. (Coord.) (2020). Competencies in Higher Education: Research Experiences and Innovative Approaches (1st ed.). Envigado, D - Envigado University Institution. Retrieved from https://elibro.net/es/ereader/nuevaluz/226506?page=88.

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For university students in particular, teaching strategies must be designed that, structured into activities, are designed to promote comprehensive learning.

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For the general public, and for university students in particular, teaching strategies must be designed that, structured into activities, are designed to promote comprehensive learning. The quality of these activities must be assessed in evaluation processes geared toward 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 a way that encourages student participation in their own learning processes. In other words, the training provided to students in the different subjects must provide them with the necessary elements for adequate performance when putting their learning into practice and deploying their skills to creatively solve common problems; that is, to participate with everything they know within the community. Quiroz Posada, R. E. (Coord.) & Rieckmann, M. (Coord.) (2020). Competencies in higher education: research experiences and innovative approaches (1st ed.). Envigado, D - University Institution of Envigado. Retrieved from https://elibro.net/es/ereader/nuevaluz/226506?page=91.