Methodological Strategy for Validation of Competencies of University Students

Abstract

The identification of needs and difficulties in monitoring competencies has highlighted the importance of formalizing their validation process. It is crucial to improve the monitoring of levels developed by different modules, which are more easily evidenced through the Integrative Pedagogical Project (IPP).
Recognizing the shortcomings in the process of monitoring competency levels achieved by students, an improvement to the current methodological process has been proposed. This proposal seeks to facilitate the understanding and evaluation of competency achievement levels for teachers, coordinators, mentors, and students, among others.
The research presents a projection of great impact, as it benefits both teachers and students. With this proposal, these actors can carry out a more precise monitoring of the competencies being achieved in the development of different modules throughout the academic semester, through the IPP.
Integrative Pedagogical Projects have been consolidated as an effective didactic tool to link theory with practice. Based on project-based learning, these constitute the primary objective of this methodological proposal, which seeks to establish both personal and professional training competencies in a controlled work environment. This approach generates two-way benefits, favoring both future professionals and the productive sector.