Headnote
ABSTRACT
Objective: To implement pedagogical strategies for the strengthening of human development in students of professional practice of the Corporación Universitaria del Caribe CECAR.
Theoretical Framework: The theoretical approach to human development is based on authors such as Amartya Sen (1999), who defines development as the expansion of freedoms and capabilities that allow people to live the life they value. Nussbaum (2012) complements this vision with her proposal of essential capabilities for human flourishing, emphasising education as a means to achieve these capabilities. Cardona (2007) and Ruiz (2004) highlight personal satisfaction and integral development as key components of quality of life and academic training.
Method: Action research, socio-critical paradigm. Sample of 1104 students, randomly selected. The pedagogical strategies implemented included activities such as formative workshops, seminars, play and pedagogical activities focused on strengthening the dimensions of human development of students such as openness to experience, responsibility, congruence and self-efficacy.
Results and Discussion: The pedagogical strategies implemented in the professional practice of university students at the Corporación Universitaria del Caribe (CECAR) fostered integral human development. Key competencies such as emotional intelligence, responsibility, openness to new experiences and congruence were strengthened, promoting meaningful learning in real contexts and improving students' personal and professional satisfaction.
Research implications: The research provides evidence of the need to incorporate formative practices based on integral human development in educational settings. It also suggests that these strategies can be applied to different academic contexts to improve the employability, well-being and social impact of students, strengthening the connection between education and sustainable human development.
Originality/value: This study contributes to the educational field by proposing innovative pedagogical strategies focused on human development, showing how these practices can positively impact both the personal growth and professional performance of students.
Keywords: Human Development, Pedagogical Strategies, University Students, Professional Practice, Academic Training.
RESUMO
Objetivo: Implementar estratégias pedagógicas para o fortalecimento do desenvolvimento humano em alunos de prática profissional da Corporación Universitaria del Caribe CECAR..
Quadro teórico: A abordagem teórica do desenvolvimento humano baseia-se em autores como Amartya Sen (1999), que define o desenvolvimento como a expansáo das liberdades e capacidades que permitem as pessoas viver a vida que valorizam. Nussbaum (2012) complementa essa visão com sua proposta de capacidades essenciais para o florescimento humano, enfatizando a educação como um meio de alcançar essas capacidades. Cardona (2007) e Ruiz (2004) destacam a satisfação pessoal e o desenvolvimento integral como componentes essenciais da qualidade de vida e da formação académica.
Método: pesquisa-açäo, paradigma sociocrítico. Amostra de 1104 alunos, selecionados aleatoriamente. As estratégias pedagógicas implementadas incluíram atividades como oficinas formativas, seminários, atividades lúdicas e pedagógicas voltadas para o fortalecimento das dimensdes do desenvolvimento humano dos alunos, como abertura a experiéncia, responsabilidade, congruéncia e autoeficácia.
Resultados e discussão: As estratégias pedagógicas implementadas na prática profissional dos estudantes universitários da Corporación Universitaria del Caribe (CECAR) promoveram o desenvolvimento humano integral. Competéncias-chave como inteligéncia emocional, responsabilidade, abertura a novas experiéncias e congruéncia foram fortalecidas, promovendo a aprendizagem significativa em contextos reais e melhorando a satisfação pessoal e profissional dos alunos.
Implicacóes da pesquisa: A pesquisa fornece evidéncias da necessidade de incorporar práticas formativas baseadas no desenvolvimento humano integral em ambientes educacionais. Também sugere que essas estratégias podem ser aplicadas a diferentes contextos académicos para melhorar a empregabilidade, o bem-estar e o impacto social dos alunos, fortalecendo a conexáo entre a educacáo e o desenvolvimento humano sustentável.
Originalidade/valor: Este estudo contribui para o campo educacional ao propor estratégias pedagógicas inovadoras com foco no desenvolvimento humano, mostrando como essas práticas podem impactar positivamente tanto o crescimento pessoal quanto o desempenho profissional dos alunos.
Palavras-chave: Desenvolvimento Humano, Estratégias Pedagógicas, Estudantes Universitários, Prática Profissional, Formação Académica.
RESUMEN
Objetivo: Implementar estrategias pedagógicas para el fortalecimiento del desarrollo humano en estudiantes de práctica profesional de la Corporación Universitaria del Caribe CECAR.
Marco Teórico: El enfoque teórico del desarrollo humano se sustenta en autores como Amartya Sen (1999), quien define el desarrollo como la expansión de libertades y capacidades que permiten a las personas vivir la vida que valoran. Nussbaum (2012) complementa esta visión con su propuesta de capacidades esenciales para el florecimiento humano, enfatizando la educación como medio para alcanzar estas capacidades. Cardona (2007) y Ruiz (2004) resaltan la satisfacción personal y el desarrollo integral como componentes clave de la calidad de vida y la formación académica.
Método: Investigación acción, paradigma socio-critico. Muestra de 1104 estudiantes, seleccionadas de forma aleatoria. Las estrategias pedagógicas implementadas fueron Las estrategias pedagógicas aplicadas incluyeron actividades como talleres formativos, seminarios, actividades ludicopedagogicas enfocadas al fortalecimiento de las dimensiones del desarrollo humano de los estudiantes como la apertura a la experiencia, la responsabilidad, la congruencia y la autoeficacia.
Resultados y Discusión: Las estrategias pedagógicas implementadas en la práctica profesional de los estudiantes universitarios de la Corporación Universitaria del Caribe (CECAR) fomentaron el desarrollo humano integral. Se fortalecieron competencias clave como la inteligencia emocional, la responsabilidad, la apertura a nuevas experiencias y la congruencia, promoviendo aprendizajes significativos en contextos reales y mejorando la satisfacción personal y profesional de los estudiantes.
Implicaciones de la investigación: La investigación permite evidenciar la necesidad de incorporar prácticas formativas basadas en el desarrollo humano integral en entornos educativos. Además, sugiere que estas estrategias pueden aplicarse a diferentes contextos académicos para mejorar la empleabilidad, el bienestar y el impacto social de los estudiantes, fortaleciendo la conexión entre la educación y el desarrollo humano sostenible.
Originalidad/Valor: Este estudio aporta al campo educativo al proponer estrategias pedagógicas innovadoras centradas en el desarrollo humano, mostrando cómo estas prácticas pueden impactar positivamente tanto en el crecimiento personal como en el desempeño profesional de los estudiantes.
Palabras clave: Desarrollo Humano, Estrategias Pedagógicas, Estudiantes Universitarios, Práctica Profesional, Formación Académica.
1 INTRODUCTION
Human development in university students is an integral process that involves not only academic learning, but also the strengthening of emotional, social and ethical competencies. In this sense, pedagogical strategies play a fundamental role in promoting meaningful learning that drives the comprehensive growth of students. According to Flores (2002), effective instructional strategies are key for students to develop cognitive skills that allow them to successfully face academic and professional challenges. These strategies, focused on understanding, are essential for the development of critical and reflective thinking, which enhances the human development of students within the university.
On the other hand, González (2014) highlights that strategic teaching 1s an effective means to promote the learning of human development theories, especially in the context of early childhood education. In this framework, pedagogical strategies can help students internalize the principles that guide their human development, connecting theory with practice and allowing students to become active agents in their own educational process.
In the psychological field, Hernández (1998) proposes that educational paradigms should be oriented towards understanding the psychological and emotional processes of students, integrating into their training not only cognition, but also the management of emotions and interpersonal relationships. This approach is aligned with the idea that human development goes beyond the academic, and involves the emotional and social well-being of students, which is achieved through pedagogical strategies that consider these dimensions. In this sense, pedagogical strategies become tools that allow the integration of these human aspects in the educational process.
Likewise, Gonzalez (2019) suggests that strategies for addressing human development theories should focus on developing capacities and competencies that allow students to understand and apply theories related to personal and social growth. This is complemented by the proposal of Coaquira (2020), who argues that pedagogical strategies from a socio-formative approach allow university students to carry out a constant self-assessment. The socio-formative approach highlights the importance of training individuals capable of living and working in a diverse and collaborative environment, which also favors human development in a university context.
In relation to the emotional and personal well-being of students, Pino Montoya and Castaño Gómez (2024) propose that personal satisfaction is a fundamental component in human development, as it contributes to quality teacher training and, therefore, to better student development. Pedagogical strategies that incorporate emotional well-being not only improve the quality of learning, but also generate a positive academic environment that facilitates the comprehensive growth of students, both in their professional and personal lives.
Along the same lines, Cardona (2007) argues that personal satisfaction is closely linked to quality of life, especially in young adults, and that this factor should also be considered in the university context. Personal satisfaction directly influences students' motivation and academic performance, so incorporating pedagogical strategies that favor this aspect can be decisive for educational success. Irizar, Gonzalez Camargo and Pardo (2010) argue that a humanistic education, focused on the well-being and integral development of students, should be a priority in Latin American universities, especially those that seek to train professionals committed to the common good.
The capabilities approach, proposed by Nieto Alvarado (2016), is also relevant in this context, as it allows us to redefine human development in terms of students' potential. Pedagogical strategies that promote this approach seek to help students develop their full potential, not only at an academic level, but also in terms of social, emotional and ethical skills. This comprehensive development perspective highlights the importance of universities promoting an educational approach that considers all dimensions of the human being.
2 THEORETICAL FRAMEWORK
2.1 APPROACH TO THE CONCEPT OF HUMAN DEVELOPMENT
The concept of human development [HD] refers to the expansion of the capabilities and opportunities of individuals to achieve a dignified and fulfilling life. This approach is particularly relevant for university students, who must integrate their skills and competencies effectively to face the challenges of an increasingly complex environment. According to Ruiz (2004), openness to experience constitutes an essential aspect of HD, since it implies the capacity of individuals to process and understand information from their environment. This skill is essential in the university context, where students must be able to adapt to new situations and learn continuously to handle the complexities of modern life.
For their part, Cortijo, Riquelme, and Galvis (2023) argue that DH in university students is linked to their ability to achieve success and satisfy their needs and interests in various contexts. This process of personal and academic development is favored when students cultivate essential skills such as informed decision-making, creative problem-solving, and collaboration with their peers. In this way, DH not only contributes to individual well-being, but also prepares students to face the professional challenges that will arise in the future, guaranteeing their successful performance in the workplace.
Bicocca (2018) states that human development depends on the breadth of human and social freedom, key elements to foster the capabilities of individuals. In this sense, educational institutions play a decisive role, by promoting an environment that respects and values the dignity and diversity of students, while promoting their individual and collective well-being. Thus, universities not only contribute to academic training, but also facilitate the personal and professional development of students, helping them to strengthen their autonomy and ability to make responsible decisions in their professional life.
In agreement, Benavides (2015) points out that human capital is an integral component of human development, since both elements contribute to the general well-being and prosperity of individuals. In the case of university students, this process involves not only the acquisition of technical knowledge and specific skills, but also the development of transversal competencies such as empathy, effective communication and teamwork. These skills are fundamental not only for their success in the professional field, but also for their integration into society, allowing them to positively influence their environment and the development of their community.
2.2 HUMAN DEVELOPMENT AND EDUCATIONAL CONTEXTS
Sen's (1999) approach to human development (HD) transcends the mere accumulation of wealth, focusing on expanding the capabilities and opportunities of individuals. In this sense, education is a key element through which university students must be aware of the opportunities they have to improve their quality of life. Higher education should be seen as a tool for broadening their horizons, providing them with the necessary skills to face the social and economic challenges that characterize their respective contexts. This comprehensive approach to DH promotes equitable access to opportunities that allow students to live a dignified life and develop fully ( Mendivil Hernandez & Gonzalez Sanchez, 2024).
Education as a fundamental tool for empowerment and improving human well-being. In this framework, education not only provides knowledge, but also allows individuals to develop the autonomy necessary to make informed decisions and achieve their goals. By understanding education as a basic capacity, it is recognized that it is an indispensable requirement for the development of other essential capacities, such as the freedom to choose and the possibility of improving the quality of life (Hernandez et al., 2024).
Within this context, the digital divide is presented as an obstacle that limits access to information and restricts the development of key capabilities, such as the autonomous search for knowledge. Strengthening the capacity to search for information is relevant to reduce inequality in access to knowledge, fostering academic self-efficacy and promoting social inclusion (Mitra, 2012 ). The ability to ask questions is also integrated into this approach, as it allows students to be active in their learning, overcoming traditional barriers to education and contributing to self-learning ( Mendivil Hernandez & Gonzalez Sanchez, 2024).
Education should be seen as a means to eliminate information poverty, which restricts individuals' development opportunities. According to Sen (1999), human development is understood as the expansion of capabilities, which implies not only access to resources, but also the ability to use them to improve life. Thus, education should be aimed at providing students with the necessary skills to access, process and apply information effectively, which facilitates full participation in society and contributes to the construction of critical and autonomous citizenship (Hernandez et al., 2024).
2.3 STRENGTHENING HUMAN DEVELOPMENT IN EDUCATIONAL CONTEXTS
Strengthening human development (HD) in educational contexts ensures that students not only acquire theoretical knowledge, but are also prepared to face the professional and personal challenges that await them. Ramirez (2013) emphasizes that HD must be reinforced through contact with reality, allowing students to develop the skills necessary to solve problems in everyday situations. Integrating professional practices, collaborative projects, and activities that connect students with their social and economic environment facilitates the practical application of the knowledge acquired, which in turn strengthens their ability to make informed decisions and solve problems efficiently.
The ethical and value-based dimension of DH is also fundamental (Quintero, 2021). Education must also focus on the formation of values and dispositions that guide the behavior of future professionals in their personal and professional lives. Values such as honesty, responsibility, and commitment are essential for students to build a solid professional identity. Furthermore, DH is closely related to personal identity (Echeverri, 2018). The process of selfknowledge and reflection on personal values and goals is essential for university students to adapt to the demands of the professional field.
In this sense, higher education institutions must strengthen all dimensions of human development that, according to Ruiz (2004), are important for the integral growth of students. One of these dimensions is openness to experience, which implies the ability to receive, interpret and act on information from the environment. Ruiz (2004) highlights that this dimension is related to cognitive flexibility and intellectual curiosity, essential elements for personal and professional development. Openness to experience allows students to face problems proactively and effectively, adapting to new situations and applying knowledge in a practical way.
Another dimension, according to Ruiz (2004), is responsibility, which refers to the ability to organize, be efficient and plan actions to fulfill acquired commitments. Responsibility not only involves fulfilling personal tasks, but also commitments to the community and the environment. This skill is essential for academic and professional success, as it allows students to manage their time, resources and efforts effectively.
Congruence is also a dimension of DH, according to Ruiz (2004). It refers to the ability to align thoughts, feelings and actions. Congruence allows students to act in accordance with their internal values, which is reflected in their behavior and way of interacting with others.
This authenticity contributes to strengthening self-esteem and interpersonal relationships, creating a more genuine and effective learning environment.
Performance satisfaction is another dimension, according to Ruiz (2004). This refers to the feeling of fulfillment and gratification that a person experiences when fulfilling his or her responsibilities and achieving his or her goals. Finally, security is manifested through a proactive attitude and the ability to self-assess (Ruiz, 2004). Security refers to the internal confidence to make decisions and act autonomously, which allows students to face challenges and risks more effectively.
2.4 APPROACH TO THE CONCEPT OF PEDAGOGICAL STRATEGIES
A pedagogical strategy is defined as a set of actions and methods designed to facilitate the teaching and learning process, aimed at achieving certain educational objectives. Pedagogical strategies are fundamental in education, since they allow structuring the learning environment and guiding both the teacher and the student in the construction of knowledge. As Cifuentes and Meseguer (2015) point out, these strategies must be dynamic and adapted to the needs of the group, encouraging student participation and promoting collaborative learning. In this sense, a pedagogical strategy not only seeks to transmit information, but also to develop cognitive, emotional and social skills that allow students to effectively face their academic and professional environment.
There are various types of pedagogical strategies, which vary depending on the teaching approach and the specific objectives to be achieved. One of the most relevant is cooperative work, which, as indicated by Cifuentes and Meseguer (2015), encourages collaborative learning within the classroom. This approach implies that students work together to solve problems and achieve common goals, which allows them to learn from each other, strengthen their social skills and develop competencies related to teamwork. Cooperative learning not only focuses on academic content, but also on the formation of attitudes and values, such as solidarity and empathy, which are essential in the comprehensive development of students.
Another pedagogical strategy is based on socio-formative activities, which seek to integrate academic knowledge with the social and cultural contexts of students. According to Coaquira (2020), this approach is based on the fact that learning must be meaningful and contextualized, allowing students not only to acquire theoretical knowledge, but also to develop skills to address real problems in their social environment. The socio-formative approach promotes critical reflection, self-regulation, and social commitment, preparing students to face the challenges of their professional life with an ethical and socially responsible vision.
Furthermore, pedagogical strategies can also be aimed at managing positive emotions in the classroom ( Compte and Sanchez, 2019). Estrada et al. (2014) highlight the importance of generating an emotionally favorable environment for learning, which can be achieved through strategies that foster students' motivation, self-esteem, and emotional well-being. The incorporation of activities that promote emotional intelligence and emotion management, such as relaxation exercises or reflective activities, contributes to more effective learning, since students feel more motivated and committed when they experience an environment that favors their comprehensive well-being.
3 METHODOLOGY
This research was developed using the action-research method, which is ideal for addressing specific problems and proposing contextualized solutions. According to Garcia (2023), this method allows linking educational practice with research to generate significant changes in the participants.
The paradigm used was the socio-critical one, since it sought to transform the reality of the students through reflection, critical analysis and the implementation of strategies that promoted their integral development. This paradigm allowed students to actively involve themselves in the process, turning them into agents of their own learning and development, while generating positive impacts in the professional and social environments in which they worked (Garcia, 2023).
The population consisted of 1,104 students from the Corporación Universitaria del Caribe (CECAR) who were doing their professional internship during the second academic period of 2024. The pedagogical strategies applied included activities such as training workshops focused on strengthening the dimensions of students' human development such as openness to experience, responsibility, congruence, and self-efficacy. Also , days of reflection and socialization of practical experiences, promoting self-exploration, strengthening resilience, and the development of a critical vision in the face of professional challenges. In addition, seminars were held on the prevention of mobbing in work environments, the development of skills for innovation through the PRACTICAINNOVAYEMPRENDE CHALLENGE.
4 RESULTS
During the second academic period of 2024, a series of pedagogical strategies were implemented for students who were doing their professional internship at the Corporación Universitaria del Caribe (CECAR) aimed at strengthening the different dimensions of human development. This was done with the purpose of enriching their training experiences, improving their work skills and promoting their comprehensive growth, in line with institutional values and the needs of the work context.
In terms of the dimension of openness to experience, intellectual curiosity was fostered through activities that challenged critical thinking, such as interdisciplinary debates and workshops. Exposure to new perspectives was also encouraged through interaction with people from diverse backgrounds. Likewise, spaces for reflection were created, such as personal diaries or feedback sessions, to analyze lived experiences and adjust behaviors based on the lessons learned.
In relation to the DH dimension of responsibility, strategies were developed that included the establishment of clear goals through planning and monitoring tools. The development of organizational skills was also promoted through different techniques. In addition, an accountability system was implemented with constant supervision and feedback, motivating students to take responsibility for their actions.
To strengthen the dimension of congruence, self-exploration and self-knowledge activities were promoted, such as mindfulness exercises, meditation and personal reflection. Likewise, the honest expression of thoughts and feelings was encouraged through assertive communication training. In addition, the integration of personal values in daily decision-making was promoted, aligning goals and behaviors with individual principles.
In terms of the dimension of performance satisfaction and safety, students' individual and group achievements were celebrated through recognition and reflections on progress made. A focus on work-life balance was also promoted, encouraging healthy routines that included time for rest and self-care. Finally, resilience training was offered, teaching strategies to manage stress, learn from failures and maintain a positive attitude, thus strengthening personal safety and self-efficacy.
Other pedagogical strategies implemented included the training space for preventing mobbing in professional practice. This strategy focused on addressing and preventing workplace harassment situations in this environment. The initiative raised awareness about mobbing and provided practical tools to identify, address and prevent this unethical behavior.
During the sessions, key information, resources and strategies were offered that promoted a healthy and respectful work environment. Students acquired practical skills that allowed them to identify, intervene and prevent harassment behaviors, thus fostering a positive work environment.
On the other hand, the PRACTICAINNOVAYEMPRENDE strategy aimed to foster innovation, entrepreneurship and the practical application of knowledge acquired during professional internships. This challenge promoted creativity and the resolution of real problems through innovative projects in which participants integrated their skills in various academic and professional fields. Students faced challenges that required both their technical capacity and their ability to work as a team, developing viable solutions that generated a positive impact on the community and demonstrated long-term viability.
Likewise, the VI Professional Practice Outreach Week offered a space for students to share and reflect on their practical experiences. During these sessions, the exchange of knowledge and learning was promoted, identifying good practices and areas for improvement. In addition, an environment of critical reflection and discussion on the challenges and opportunities found in different professional environments was facilitated, strengthening collective learning.
Additionally, the training workshops complemented academic training with practical skills and specific knowledge relevant to the students' fields of study. Through interactive sessions, participants acquired practical skills, improved their problem-solving ability and strengthened key competencies for their future professional life. This approach was particularly prominent in the development of social skills and work competencies. As for student participation, 1,150 were linked to the activities mentioned above. In addition, 41 training spaces were designed that addressed topics such as emotional intelligence, socio-emotional skills, self-management and time management, strengthening the transversal capacities of the students.
The pedagogical strategies implemented during the second academic period 2024 at the Corporación Universitaria del Caribe (CECAR) have proven to be effective in strengthening the human development of students in professional internships. The initiatives not only had a positive impact on their technical and work skills, but also on their ability to face ethical, social and emotional challenges in professional environments. This reinforces the institution's commitment to comprehensive training, preparing students to actively participate in building a more equitable, innovative and sustainable society.
5 DISCUSSION OF RESULTS
The pedagogical strategies implemented to strengthen the various dimensions of human development in students on professional internships demonstrate a comprehensive approach that goes beyond simple technical training and promotes the personal, ethical and social growth of participants. Following Sen's perspective (1999), human development should not be limited to the acquisition of technical knowledge or skills, but should include the expansion of individuals' capabilities so that they can live a full life and actively participate in their environment. In this sense, the pedagogical strategies implemented at CECAR reflect this approach by offering opportunities that seek to strengthen key competencies in students, promoting both their professional training and their personal development in a broader context.
The fostering of intellectual curiosity and critical thinking, which was promoted through debates, interdisciplinary workshops, and reflection activities, fits perfectly with Sen's human development approach, as it seeks to expand students' cognitive capacities and provide them with the necessary tools to face the challenges of a diverse professional environment. Furthermore, this approach connects with Mitra's (2012) theory on the digital divide and the importance of the ability to autonomously seek knowledge. In an increasingly digitalized world, it is essential for students to acquire the necessary skills to access information and apply it effectively in their work contexts. The activities promoted at CECAR, such as interaction with people from diverse backgrounds, reinforce the importance of this capacity by fostering intellectual curiosity and autonomous learning.
Another key aspect is the importance of responsibility, as described in Ruiz's theory (2004), who points out that human development should strengthen students' ability to organize, fulfill commitments, and plan actions. The strategies implemented at CECAR, such as setting clear goals through planning and monitoring tools, and the accountability system, allowed students to take responsibility for their actions in the professional field. This not only aligns with human development theories, but also contributes to the development of organizational and time management skills, essential aspects for academic and professional success. As Quintero (2021) states, values such as responsibility are fundamental to building a strong professional identity, which was promoted by the constant feedback and supervision activities that allowed students to reflect on their performance and adjust their behavior.
Congruence, defined by Ruiz (2004) as the ability to align thoughts, feelings, and actions, was also addressed through self-exploration and assertive communication activities. These strategies allowed students to strengthen their self-knowledge and practice authenticity in their interactions, which reinforces both their self-esteem and their interpersonal relationships, as indicated by Echeverri (2018). This congruence is manifested in the students" ability to act in accordance with their values, which is essential both in their personal development and in their professional performance. In this sense, education at CECAR provided a space for students to reflect on their personal and professional goals, promoting an integration of values that prepared them to ethically face challenges in the work environment.
Performance satisfaction and security, two key dimensions of DH, were also strengthened in the internships. Recognition and reflection on individual and group achievements allowed students to experience a sense of satisfaction in achieving their goals. In turn, the focus on work-life balance and resilience training contributed to increasing students' personal security, strengthening their ability to manage stress and maintain a positive attitude in the face of challenges, as suggested by Ruiz (2004). Students' ability to self-assess and make decisions with confidence was increased through the implementation of these strategies, allowing them to deal more effectively with work situations.
The training space on the prevention of mobbing in professional practice reflects another fundamental aspect of human development, as Ramirez (2013) points out, highlighting the importance of integrating ethics and reflection on behavior in educational processes. By providing practical tools to identify and prevent workplace bullying, CECAR not only trained students in technical aspects of their career, but also prepared them to be ethical professionals aware of their responsibility in creating a respectful and healthy work environment (Quintero, 2021).
On the other hand, the PRACTICAINNOVAYEMPRENDE strategy allows the promotion of innovation and entrepreneurship within a human development approach. By promoting creativity and the resolution of real problems, this strategy allowed students to practically apply the knowledge acquired in their studies, aligning with Sen's (1999) theory on capacity expansion. Students' ability to integrate diverse skills and work as a team, while facing real-world challenges, reinforces their self-efficacy and prepares them to perform successfully in a dynamic professional environment.
6 CONCLUSION
The pedagogical strategies applied at CECAR have contributed to strengthening the dimensions of human development of students such as openness to experience, responsibility, congruence and self-efficacy, revealing an approach focused on the individual and social needs of students. These strategies have facilitated the alignment of their personal values with their professional goals, strengthening their identity and their ability to face challenges in various work contexts.
Socio-emotional skills were also fostered as transversal capacities. The implementation of activities aimed at preventing bullying , promoting innovation and reflecting on professional practices consolidated a comprehensive training environment that transcends the simple acquisition of knowledge.
On the other hand, the inclusion of training workshops and socialization spaces has enhanced interaction, collective learning and the critical capacity of students. This approach has been key to reinforcing their confidence and personal security, promoting a resilient attitude in the face of professional and personal challenges. Ultimately, the achievements made in this academic period demonstrate the importance of designing educational strategies that prioritize human development as a cross-cutting axis of training. The institutional commitment to pedagogical innovation and the promotion of ethical values is positioned as a model to follow for other higher education institutions.
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References
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