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.

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.

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.

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.

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.

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.

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.

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.

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.

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.