Transformación de los estudios superiores y su rol colectivo en México
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| Format: | Recurso digital |
| Sprache: | Spanisch |
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2025
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| _version_ | 1866902121100607488 |
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| author | Vilchis Torres, Ivett Montesillo-Cedillo, José Luis |
| author_facet | Vilchis Torres, Ivett Montesillo-Cedillo, José Luis |
| contents | <p>Much of the research on university education has focused on how it impacts productivity through innovation and practical learning. In this regard, the early work of Solow (1956 and 1957), who linked economic growth with evolution, stands out; Massell (1960 and 1961), who highlighted increased labor productivity; and Becker (1960 and 1964), who focused on human capital formation. However, these analyses have overlooked the impact of university education on reducing inequalities, such as equity in wealth distribution or the reduction of monopolistic dominance in the economy, through training for social development and civic participation. Globally, higher education is facing the need for a profound transformation to respond to contemporary challenges, particularly in the area of sustainable development. Current educational models must integrate transdisciplinary learning, connecting fields such as politics, economics, and ethics, to effectively address the complexities of sustainable development. Furthermore, social responsibility is emphasized in higher education institutions (HEIs), which must contribute to social transformation by addressing social, civic, and economic problems, rather than aligning themselves solely with business models that prioritize private profit. It is essential to foster critical and ethical thinking in multidisciplinary contexts, equipping students with the skills necessary to face the challenges of sustainable development. To achieve this, HEIs must adapt to the Sustainable Development Goals (SDGs) and offer learning environments that promote collaboration and systems thinking. In short, the call for a reassessment of university teaching models seeks to ensure that these institutions are prepared to contribute to a sustainable future in the 21st century (Coetzer et al., 2022).</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_16898916 |
| institution | Zenodo |
| language | spa |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Transformación de los estudios superiores y su rol colectivo en México Vilchis Torres, Ivett Montesillo-Cedillo, José Luis Mexican Americans Education Education Pedagogy Pedagogy Educational institution Public institution Institutional Practice Ethics, Institutional Institutional activity Community-Institutional Relations <p>Much of the research on university education has focused on how it impacts productivity through innovation and practical learning. In this regard, the early work of Solow (1956 and 1957), who linked economic growth with evolution, stands out; Massell (1960 and 1961), who highlighted increased labor productivity; and Becker (1960 and 1964), who focused on human capital formation. However, these analyses have overlooked the impact of university education on reducing inequalities, such as equity in wealth distribution or the reduction of monopolistic dominance in the economy, through training for social development and civic participation. Globally, higher education is facing the need for a profound transformation to respond to contemporary challenges, particularly in the area of sustainable development. Current educational models must integrate transdisciplinary learning, connecting fields such as politics, economics, and ethics, to effectively address the complexities of sustainable development. Furthermore, social responsibility is emphasized in higher education institutions (HEIs), which must contribute to social transformation by addressing social, civic, and economic problems, rather than aligning themselves solely with business models that prioritize private profit. It is essential to foster critical and ethical thinking in multidisciplinary contexts, equipping students with the skills necessary to face the challenges of sustainable development. To achieve this, HEIs must adapt to the Sustainable Development Goals (SDGs) and offer learning environments that promote collaboration and systems thinking. In short, the call for a reassessment of university teaching models seeks to ensure that these institutions are prepared to contribute to a sustainable future in the 21st century (Coetzer et al., 2022).</p> |
| title | Transformación de los estudios superiores y su rol colectivo en México |
| topic | Mexican Americans Education Education Pedagogy Pedagogy Educational institution Public institution Institutional Practice Ethics, Institutional Institutional activity Community-Institutional Relations |
| url | https://doi.org/10.5281/zenodo.16898916 |