Learning Models and the Development of University Competencies for Socio-Educational Transformation

Nicéforo Ladislao T.L.; Wilfredo D.C.; Alicia Mónica J.S.; Irma Esperanza A.B. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2025) · DOI: 10.5281/zenodo.14975872

Resumen

Although learning models are not new, they still represent educational strategies that are used to integrate knowledge production, student participation, and the acquisition of competencies with the sociocultural needs of the environment. In other words, there is an urgency to connect learning models with corporate contexts, which denotes the relevance of higher education for professional development and social inclusion. From a critical and interdisciplinary perspective, it is argued that learning models are aligned with social equity and education, offering alternatives to face adversities within education, through practical, collaborative and adaptable approaches to diverse contexts. In this order of ideas, the research aimed to analyze learning models as necessary tools for socio-educational development, focusing primarily on the 70:20:10 model, originally conceived as a corporate method, which connects the experiential, the social and the formal within education. Methodologically, this is a quantitative, descriptive type of research. It was concluded that such a model strengthens students' critical abilities, minimizes the risk of exclusion and imbalance when acquiring and producing knowledge, connecting with complex perspectives, linked to broad socio-cultural environments.

Instituciones: Universidad Nacional San Luis Gonzaga; Universidad Nacional de Educación Enrique Guzmán y Valle