Modelos educativos y competencias genéricas en las universidades salvadoreñas

Abstract

This article describes educational models and how they promote generic competencies within the curriculum of Salvadoran universities. Generic competencies are the basis of all professional training, for better interpersonal relationships, teamwork, critical thinking, assertive communication, among others. This is a qualitative study, with a phenomenological, hermeneutical approach, through in-depth interviews with experts responsible for creating study programs. The phenomenological analysis exposes
the most representative ideas, through categories of analysis that explain the incorporation of generic competencies from university educational models, considering five categories of analysis: 1-Educational models, 2-Educational approaches, 3-Theories of the models educational, 4-Methodologies and strategies to develop generic competencies and 5-Development of generic competencies in undergraduate curricula. A diversity of educational models were found, traditional objective-based, personalist, constructivist and multimodal models, oriented towards humanistic and comprehensive training, were mentioned. Models based on different approaches and theories, strategies for incorporating generic competencies in study programs are carried out through activities and
methodologies such as teamwork, presentations, research, among others; in the training process, technical competencies assessment strategies are also taken into account to provide a complementary approach. It is concluded that although educational models are diverse, they all seek to strengthen students' theoretical and practical mastery, with greater emphasis on technical competencies and less clarity on generic competencies, and that improvements and updates are incorporated in response to the
demands of the work context.