Mirror classes as a pedagogical strategy: a methodological guide for its implementation at UNAN-Managua

Abstract

Mirror Classes (MC) are an alternative to energize learning processes in classrooms. For Higher Education Institutions (HEIs), they represent not only an innovative way of teaching but also a timely means of leveraging the networks and inter-institutional alliances to which they are subscribed. Furthermore, they contribute to strengthening the internationalization process within the institution itself. The purpose of this article is to propose a methodological framework for implementing Mirror Classes, based primarily on a pilot experience conducted by academics from the National Autonomous University of Nicaragua, Managua (UNAN-Managua), in collaboration with peers from the Catholic University of Manizales (Colombia), the University of Avellaneda (Argentina), and the University of Guadalajara (Mexico), within the framework of an initiative promoted by the RED UDUALC network. The methodology was developed following a descriptive study approach, with an intentional sample of four professors from UNAN-Managua. A questionnaire was designed and later validated through expert judgment. The results indicate that the methodological framework for managing Mirror Classes involves: the international network leading the process, the international relations offices as a management and liaison entity, and the faculty members conducting the MCs. In conclusion, MCs allow the integration of the international dimension into educational processes, offering students new disciplinary perspectives, holistic learning, and intercultural insights that they can apply in various contexts and fields of action.