METHODOLOGY FOR THE DEVELOPMENT OF PROJECTS INTEGRATING KNOWLEDGE AND CONTEXTS THROUGH THE PROCESS OF HARMONIZATION BETWEEN THE ITSCO PEDAGOGICAL MODEL AND THE PBL METHODOLOGY

Abstract

The objective of this article is to analyze the development of integrative projects of knowledge and contexts, aimed at contributing to the graduate profile of the Human Talent Management program at the Instituto Tecnológico Superior Cordillera (ITSCO) during the 2021 academic period. The study followed a positivist approach and employed the deductive method, allowing for the establishment of inferences regarding potential solutions. A total of 40 graduates and 14 faculty members from the ITSCO academic community were surveyed. The results show that integrative projects are highly valued, indicating that project-based learning (PBL) is an effective alternative that enhances the application of the ISTCO and PBL models, making them appropriate strategies for student learning.

Faculty evaluations of the ITSCO educational model, particularly in terms of performance profiles and continuous improvement, as well as its complementarity with other pedagogical approaches and its perceived obsolescence, suggest the need for a comprehensive review. The model was rated low by instructors, revealing that, as both a strategy and a framework, it does not currently represent a didactic or institutional strength for ITSCO.

In conclusion, the perception of key stakeholders (faculty and graduates) regarding professional skills and the graduate profile is not negative. Certain strengths contribute to a moderately positive assessment of graduates’ performance in the labor market. However, there is a clear need for the continuous improvement of methodologies, particularly in developing digital skills, financial mathematics competencies, and problem-solving abilities.