Comprehensive training of university professors: development of technological, pedagogical, organizational, and socio-emotional skills to address the challenges of higher education in Mexico
Keywords:
faculty development, higher education, technological competencies, socio-emotional competencies, academic professionalizationAbstract
This article analyzes the challenges of faculty development in Mexican higher education in light of the technological, methodological, organizational, and socio-emotional changes faced by professors. It proposes a comprehensive framework articulating competencies across these four dimensions, aiming to guide Higher Education Institutions (HEIs) in implementing faculty training programs that contribute to innovation, educational quality, and academic well-being. The analytical-essayistic approach rests on a review of recent literature, international frameworks (UNESCO, OECD, ANUIES), and Latin American experiences, allowing for practical guidelines and strategic recommendations. The study concludes that faculty development must be conceived as a priority institutional policy, which strengthens not only technical competencies but also organizational and socio-emotional aspects to face the challenges of higher education in Mexico.
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