Enhancing Instructional Content at UNIANDES Quevedo from an Academic-Pedagogical Perspective

Abstract

The enhancing of formative content, specifically the definition of objectives, poses a challenge for educators, who often rely on traditional models like Bloom's taxonomy. While valid, this approach has generated debates and discrepancies regarding its application in pedagogical practice. Competency-based education, which aims to develop skills and abilities in students, requires a deep understanding of the relationship between professional content and competencies. This research focused on the epistemological and practical interpretation of the problem associated with the structuring of formative content, focusing on achieving learning outcomes that shape the graduate profile of the careers studied at the Quevedo extension of the Regional Autonomous University of the Andes in Ecuador. The research was conducted with a mixed approach, considering the epistemic nature of the object of study identified as teachers' modeling of professional content systems. For this, methods such as historical-logical, hermeneutics, systemic and modeling were employed. The main result is the development of a system for structuring formative content, which allows educators to integrate professional content coherently with the competencies they seek to develop in students. This system considers learning needs, training objectives, the relationship with the graduate profile, different pedagogical perspectives, and the integration of new methodologies for the treatment of formative content.

Keywords:

Curriculum design, Competency-based learning, University didactics.