Abstract
The objective of this article is to analyze the characteristics of the socio-formative model for the construction and development of sustainable societies in university education. The article points out that universities in Latin America need to redesign their curricula, including the socioformative approach, to train individuals capable of solving emerging problems such as environmental damage and loss of ethics. Socioformation promotes the integral improvement of the student, the resolution of contextual problems and critical thinking. In addition, it allows articulating different fields of knowledge to address interdisciplinary problems; it emphasizes emotional and social competencies, reflection and student participation in their learning; and promotes the identification and collaborative resolution of real problems through formative projects. The analysis concludes that socioformation generates results in students and teachers, strengthens university functioning and forms individuals who apply their knowledge to solve problems in an ethical manner.
| Translated title of the contribution | THE SOCIO-FORMATIVE APPROACH IN UNIVERSITY STUDENTS FOR SUSTAINABLE SOCIAL DEVELOPMENT. |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 184-194 |
| Number of pages | 11 |
| Journal | Prometeica |
| Volume | 31 |
| DOIs | |
| State | Published - Nov 2024 |
Bibliographical note
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